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Women with short black hair and a white jacket addresses a large group in ESJ

Session 2 Workshops

11:00-11:50

Jennifer Mesiner,  Lecturer, TLPL, College of Education
Katie Coogan, Senior Faculty Specialist, TLPL, College of Education
Lena Morreale Scott, Senior Faculty Specialist, TLPL, College of Education
Alejandro Perez-Belda, Assistant Clinical Professor, TLPL, College of Education
Rasha Alkhateeb, Graduate Assistant, TLPL, College of Education
Carolina Napp-Avelli, Assistant Clinical Professor, TLPL, College of Education
ESJ 0201 (Ground floor)

For two years, our admissions workgroup in Secondary Education (TLPL, College of Education) has focused on reducing bias in admissions using an anti-racist lens.  Beginning with a call to expand recruitment efforts to specifically support minoritized groups, we draw on works investigating how to reduce bias in admissions (e.g. Griffin & Muñiz, 2015; Jones & Nichols, 2020; Lockhart, 2016; Watt et al., 2021) to review and reimagine current admissions materials and procedures for our undergraduate and graduate teacher preparation programs.  We ground our work through three questions: Who is impacted by this work?  How are we ensuring that their voices are considered? How will this work and our decisions be experienced across lines of difference within our community?  Thus far, we have developed and piloted new admissions materials focusing on (a) an easy-to-use protocol document, (b) clear rubrics that acknowledge and elevate diverse experiences, and (c) a new interview protocol for use across content areas.

Oliver Schlake, Clinical Professor, BMGT, Smith School of Business
ESJ 0202 (Ground floor)

Developed during the pandemic, this new way of designing PowerPoint slides improves the professional delivery in an online environment. It allows the presenter to move freely among multiple slides without interruptions, re-sharing or even opening different presentation manually. The presentation includes a short discussion of the teaching logic, a set of scenarios when to use it and a demonstration of the template and everybody in attendance with received access to a fully working template that they can then adopt for their own presentation.

2nd hour of two-hour presentation:

Cynthia Kay Stevens, Associate Dean, Office of Undergraduate Studies
J. Gerald Suarez, Professor of the Practice in Systems Thinking & Design, Smith School of Business 
Bill Kules, Principal Lecturer and Director, iConsultancy Experiential Learning Program, College of Information Studies
Lawrence M. Clark,  Assistant Dean, Office of Undergraduate Studies
Ebony Terrell Shockley, Executive Director/Associate Clinical Professor, College of Education
Nazish Salahuddin, Senior Lecturer, Director of Undergraduate Studies in Psychology, and Assistant Chair for Equity and Inclusion in Psychology
ESJ 0215 (Ground floor)

Gain inspiration and frameworks for how you might implement systemic curriculum changes in order to expand the impact of DEI curriculum initiatives. In this interactive session, our panelists will briefly describe how they have introduced DEI content into their program's curricula and then audience members will then meet in small groups with panelists to practice "brainstorming with constraints" as a way to keep obstacles from creating insurmountable setbacks. Audience members will apply these insights to generate and share actionable ideas to implement these DEI changes in their own academic units. Our goal is for audience members to leave with plans and campus contacts to support systemic changes.

Paul Shapiro, Senior Lecturer, Decision, Operations & Information Technologies, Smith School of Business
ESJ 0224 (Ground floor)

The session will provide a short overview of the project management simulation tool development (funded by a UMD Teaching Innovation Grant), and provide examples of achieving learning objectives through gaming. Lastly, a hands-on demonstration of the simulation will be facilitated. Bring your own laptop encouraged for this interactive session.

Stacy Kosko, Associate Research Professor and Director, Government and Politics, BSOS
Gloria Aparicio Blackwell, Director, Office of Community Engagement 
Ronit Eisenbach, Professor, Architecture Program
ESJ 2208 (Second floor)

Community-Based Learning is a type of experiential learning that is explicitly situated within the local, regional, national, or international community beyond the university. This type of learning promotes academic success, critical thinking skills, and allows students to understand their social role in the world. 

Join us to discuss CBL and learn strategies for intentionally engaging with communities by prioritizing human connection, cultural humility, mutual respect and reciprocity, and considering your positionality and purpose.

Steven Karig, Master Teacher, Terrapin Teachers, CMNS
Sarah Henson-Darko, Master Teacher, Terrapin Teachers, CMNS
Dana Grosser-Clarkson, Lecturer, Terrapin Teachers, CMNS
Jen Manly, Master Teacher, Terrapin Teachers, CMNS
Milen Matthews, Graduate Assistant, College of Education, TLPL
Kayla White, Master Teacher, Terrapin Teachers, CMNS
Jahaira Dixon, Program Management Specialist, Terrapin Teachers, CMNS
Anisha Campbell, Associate Director, Terrapin Teachers, CMNS
Anita Sanyal,  Master Teacher, Terrapin Teachers, CMNS
ESJ 2212 (Second floor)

We will present a multi-person panel presentation that describes our experiences with challenging the role of grades in our teaching. Our work derives from participation in a team-level book club to discuss "UNgrading: Why Rating Students Undermines Learning (and What to Do Instead)," edited by Susan D. Blum. In our presentation, we describe ungrading, highlight the mostly negative impacts of grading on learning, and explore what is involved in challenging traditional systems of grading used in most K12 and university settings. We also discuss our rationale for and the benefits of engaging in this work as a collaborative team using the structure of a book club format, and the impact on our collective teaching practice. We incorporate perspectives rooted in teaching future teachers here at UMD and the context of teaching in local public high schools. We will present on our goals, dilemmas and experiences with ungrading, and reflect on what it means to challenge grading with future teachers. While our presentation situates in the area of K12 teacher preparation, we believe the insights will be helpful for other areas of university teaching.

Wendy Peer,  Associate Professor, Environmental Science and Technology 
Angus Murphy, Professor, Plant Science & Landscape Architecture
ESJ 2309 (Second floor)

Challenge addressed: course to allow flexibility needed for the students in the course based on interviews.

Solution: Revision includes practical chemistry and historical and current contexts needed for students majoring in the ENST wildlife management emphasis and for AGST majors. Environmental chemistry is added to the course.

Inclusion methods adopted: Diversity and Inclusion is included in the historical context and impact on today’s society every week.

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