May Professional Development Week

Before the summer officially begins after memorial day, take some time to engage in professional development program opportunities offered by the Crown Center.  We put together a week of programming that addresses a variety of professional development needs including COVID-19 debrief about teaching and learning strategies, using ungrading, teaching CC100 & CC120, and writing journal articles. These programs are offered by a mix of CC folks and external guests.

Extended Anti-Oppression Leadership Development

Facilitated by the Mandala Center for Change

Monday, May 23rd, 8 - 5 p.m. MST
* Prerequisites: 8 hours of Race-based Affinity Group Work & 8 hours of Anti-Oppression Leadership Development

The Mandala Center for Change provides workshops and development opportunities on anti-oppression so that organizations can better serve their communities and create a healthier and more inclusive environment in the workplace. Their approach is highly participatory and includes work on internal, interpersonal, institutional, and systemic oppression. They apply a trauma-informed framework and rely on a popular education model of learning which engages the wisdom of participants and shared learning guided by strong facilitation. They always bring an intersectional consciousness and consider race as it intersects with gender, class, religion, ability, etc.

This session is for faculty who want to extend their professional development work in anti-oppression leadership. The content builds on previous anti-oppression leadership development sessions that took place over the spring 2022 semester.


Topics of Race, Ethnicity, and Racism in Colorado College's Pre-Health Track

Facilitated by Emily Hidalgo (graduating senior: project for REMS)

Monday, May 23rd, 9 - 10 a.m. MST

This project examines how the curriculum and structure of the Pe-health track within Colorado College engage with topics of race, ethnicity, and racism. The study uses survey responses from CC students to analyze their lived experiences within the pre-health track. In addition, the project includes interviews with both staff and faculty to examine the perspective of those who make up the pre-health track. The surveys and interviews allowed for a holistic analysis of how pre-health is embedded within CC's departments, communities, and values. The results revealed many of the established and ongoing processes designed to provide pre-health students with the diverse, interdisciplinary, and anti-racist curriculum offered by CC. With much still to be done, the pre-health track at Colorado College has significant potential to educate and prepare our students to be advocates for greater health equity.


Teaching and Learning at CC After the Pandemic

Facilitated by Jennifer Golightly, Academic Applications Specialist and Rachel Jabaily, Assistant Professor of Organismal Biology & Ecology

Monday, May 23rd, 10:30 a.m. - 12 p.m. MST, with lunch served from 12 - 1 p.m. MST

Colorado College’s faculty, staff, and students have made major changes to adapt to the pandemic, and norms in almost every aspect of the college’s operations have been impacted. This workshop aims to gather input about these changes as they pertain to teaching and learning on the block. What changes have been made that should remain in place, post-pandemic? What changes need revision or elimination? What pre-pandemic practices and resources have been lost and are missed? What do you need more of, and what do you need less of, to be successful teaching in the post-Covid college? The workshop will be facilitated but will focus on small and larger group discussions, with the hope that this input can help direct support resources moving forward.


Toolbox Dialogue Workshop

Facilitated by the Toolbox Dialogue Initiative

Tuesday, May 24th, 10 a.m. - 3 p.m. MST
* Workshop designed for First Year Program (FYP) faculty or faculty interested in teaching in the FYP.

In this workshop, facilitators from the Toolbox Dialogue Initiative (TDI) will lead faculty through a cross-disciplinary dialogue and co-creation activity. 

Toolbox workshops begin with a brief preamble, followed by participants filling out a survey-like instrument designed to identify the beliefs and values they have that are related to the nature of disciplines and disciplinary research and scholarship. After completing the instrument, participants then engage in a facilitated dialogue session to discuss the issues raised by the prompts. During this session, participants often discover differences and similarities of perspectives within their group. Participants are then asked to complete the Toolbox instrument again. 

After the dialogue, the participants engage in a co-creation activity that builds on what was learned in the dialogue. Faculty teaching a CC100 or CC120 will be encouraged to develop lesson plans, student assignments, or convergence experiences that can be used to engage students in the goals of the First-Year Program.


Ungrading and Alternative Assessment: an Interactive Workshop

Facilitated by Jesse Stommel, faculty member in the Writing Program at University of Denver and co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy.

Wednesday, May 25th, 9 a.m. - 12 p.m. MST, with lunch served from 12 - 1 p.m. MST
Participants will receive a copy of
Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum

"Ungrading" means raising an eyebrow at grades as a systemic practice, distinct from simply not grading. The word is a present participle, an ongoing process, not a static set of practices. Too many of our approaches to grades treat students like they’re interchangeable and fail to recognize their complexity. Can we imagine flexible approaches to assessment, pedagogies which center intrinsic more than extrinsic motivation, encouraging and supporting learning, rather than policing behavior? We have to design for the least privileged, most marginalized students, the ones more likely to have felt isolated even before the pandemic. We need to write policies, imagine new ways forward, for students already struggling, already facing exclusion. In this workshop, we'll examine the foundations for our pedagogical approaches, consider the history of grades, examine the bias inherent in many of our standardized systems, and explore methods and approaches for designing assessments that push back against traditional notions of grading. The workshop will balance presentation with activities and discussion. 


Kickstart Your Journal Article Series

Facilitated by Lisa Munro, Ph.D,

Thursday, May 26th, 10 - 11:30 a.m. MST
Wednesday, June 22nd, 1:30 - 4 p.m. MST
Wednesday, July 13th, 1:30 - 4 p.m. MST
All sessions via Zoom

This workshop series is designed for use with Wendy Belcher's Writing Your Journal Article in 12 Weeks. If you need a copy of this workbook, please indicate that when you RSVP. Belcher's Workbook and this series of workshops are designed for revision of an existing piece of writing. This is not designed for creating a new article from scratch. Any type of research article is a good choice here: revisions of conference papers, rejected articles, discarded dissertation chapter drafts all can work. 

Session 1: Argumentation, abstract writing, and journal selection
Session 2: Refining works cited, crafting claims for significance, and analyzing and presenting evidence
Session 3: Evaluating and revising structure, opening and concluding, and editing and micro revision

This series builds from participation across all three sessions. Sessions will be recorded if you are unable to participate a particular day or time for the live session. However, the series will be most effective for those able to commit time to work on an article revision during these weeks.


Report an issue - Last updated: 05/10/2022