CENTER FOR TEACHING & ONLINE LEARNINGOur work as educators involves helping each other to grow and gain expertise not only in our diverse subject areas, but in shared knowledge and technical abilities. Equally important to our mission is the shared space we can create for collaborative and inquisitive thinking about teaching and how students learn — from us and from each other.
The Center for Teaching and Online Learning hosts a number of professional development opportunities for all faculty. Explore the menus below for more information on our programming.
CTOL hosts asynchronous training in Canvas in the Teaching @ SPSCC course. Trainings cover topics such as accessibility, course design, and teaching in the time of AI. All instructors should have access to this course - if you don't see it in your course list, please contact us at ctol@spscc.edu.
Facilitated by Sally Sharbaugh This CoP will focus on reading the book Mind Over Monsters: Supporting Youth Mental Health with Compassionate Challenge by Sarah Cavanagh. She was the keynote at the recent ATL conference and her keynote speech was highly recommended.
The goal for the CoP would be to read the book together over the course of the year and discuss ways to implement “compassionate challenge” in the classroom and use the information in the book to inform instructor policies. Also to use the time to talk about what policies and strategies are working for faculty and which aren’t.
Facilitated by Bin Zhang and Lily Kun
We will share and reflect on Asian American biases and invisibility within society, professional environments, and higher education, and develop thoughtful strategies to address, support and improve the inclusion and visibility of Asian American groups, particularly at SPSCC community.
Facilitated by James Chen
Focusing on current science pedagogy and open to all faculty interested in this conversation. Will include search and review of recent science-focused peer-reviewed educational literature and related media, with discussion of evidence promoting ongoing science educational and collaborative efforts.
Facilitated by Ryer Banta
Join this community of practice to explore open educational practices and tools that can be used to showcase student work. This community of practice will be shaped by the interests and needs of the group. We will also explore ways in which open education intersects with diversity, equity, and inclusion for increased student success. Participants can expect readings, discussions, and time to talk through challenges and successes of implementing open education in their courses.
Facilitated by Joe Batt, Michael Gray, Matthew Ito, and Aki Suzuki
This group will meet two to three times in Fall 2024 to plan class projects which integrate open-source digital media (such as Audacity and Inkscape) in meaningful ways with course content. During Winter 2025 we will support each other to complete these projects in our classes. All are welcome to join us for this project. There will be a culminating presentation of the results at a campus-wide event.
Facilitated by C.J. Dosch
This will be a year-long reading group meeting twice per quarter or as scheduled by the group. Participants may choose to take part in one or all three quarters as each quarter will focus on a different novel. The group will be exploring how contemporary writers "retell" and reposition our relationships to canonical narratives to push boundaries of identity and experience. We'll begin in Fall 2024 by reading the new Percival Everett book, James: A Novel. This novel is a retelling of Mark Twain's Adventures of Huckleberry Finn from the perspective of the runaway slave Jim (James). Winter and spring quarter selections will be chosen by the group from a list of highly acclaimed novels that use this alternative perspective approach to retell classic narratives. Options may include but are not limited to Wide Sargasso Sea, March, Hamnet, The Red Tent, Circe, or Demon Copperhead.
Facilitated by Chandra Miller-Starks and Ross Artwohl
We would read chapters from the text Generations by Jean Twenge. SPSCC is home to four generations: iGen/GenZ (11-28 y.o.); Millennial (29-43 y.o.); Gen X (44-58 y.o.) and Baby Boomer (59-77 y.o.) and Gen Alpha/Polars (1-14 y.o.) that will be in our classrooms in a couple of years. The oldest were born when “computers” were actual people employed for their math skills. The youngest arrived with pocket computers that surpass the combined power of ALL the computers used in the historic Apollo 11 moon landing in 1969. The former generation could connect across vast distance only with expensive long distance phone plans or letter writing and the latter connect almost for free with millions of people worldwide in an instant via social media. A literal printing press in every pocket! Older generations primarily expressed gender as a binary to younger generations who overwhelmingly see gender on a continuum among other worldview differences. Such differences create diversity in cultural norms and values. These often show-up on campus providing both opportunities and sometimes friction as generational cultures encounter each other. Here we hope to help us better “see” these cultural “waters” that we’re swimming in.
Facilitated by Adam Waters and Chad Bacon
The C.O.P. would offer training on SketchUp (software) for modeling purposes, slicer software and operations of 3D printers. modeling/prints content that could be relevant to their classrooms. Meetings held at Lacey 3 once a month, possibly tapering down to two meetings a quarter. We would help facilitate faculty on modeling their projects and prints throughout.
Cofacilitated by Kathleen Byrd and Matthew Ito
For this community of practice, we will read and discuss Why Indigenous Literatures Matter, by Cherokee scholar Daniel Heath Justice, and consider ways of incorporating relationality into our teaching and learning practices. Justice uses the concept of kinship and being a “good relative” to illustrate understanding relationality as an ethic. Justice suggests that “to be a good relative, to be fully kin, we must put that relatedness into thoughtful and respectful practice, individually and collectively, and take up our responsibilities to one another and to the world of which we’re a part” (86). He continues this thread by referencing Robin Wall Kimmerer’s work in Braiding Sweetgrass and her turn to reciprocity as an expression of healthy relationalities grounded in responsibility, gratitude, and mutually beneficial exchange. We will use the concept of relationality as understood by Justice and alongside other Indigenous scholars from the North American continent and the Pacific as a way to think through our
own ecologies, as well as those brought into our classrooms. In doing so, we hope to empower fellow faculty members to visualize and work toward their own specific acts of care in their classrooms, communities, and beyond informed by the literacies and relationalities of our students.
Facilitated by Jennifer Wortman
We will discuss and reflect on the shift away from 'policing' generative AI and move towards integrating assisted AI into classes. In addition, we will consider AI information literacy skills students will need to navigate the evolving world of AI. The goal is to think through ethical use of AI for students (and possibly instructors) and strategize ways to educate students about the potential benefits and problems of generative AI.
Facilitated by Amanda Ybarra and Jennifer Gilliard
There will be a different topic each quarter that revolves around the idea of closing equity gaps in teaching. We will hold one session a quarter for two hours and let people drop into a single session or sign up for the whole year.
Facilitated by Heather Williams and Heather Maye
This is an opportunity for instructors who want to improve their skills in giving and receiving formative feedback with the goal of improving instructional practice. Research has shown that teachers benefit from a collaborative observation process - one that allows them to be in dialogue with peers and seek feedback on their specific concerns. In fall quarter, we will meet twice to walk through the three stages of observation, consider the relationship between feedback and trust, and identify best practices for communication during the observation process. Participants who wish to proceed will be paired and complete peer observations during winter and/or spring quarters.
Facilitated by Bin Zhang and Lily Kun
We will share and reflect on Asian American biases and invisibility within society, professional environments, and higher education, and develop thoughtful strategies to address, support and improve the inclusion and visibility of Asian American groups, particularly at SPSCC community.
Yearlong, in person, 1-2 meetings per quarter
Facilitated by Kathleen Byrd and John Schaub
We will read books on climate solutions and climate justice and discuss ways of integrating climate solutions and justice topics into the curriculum. We will also discuss climate grief and mental health impacts of climate grief and climate change. This COP will meet all year, focusing on one book per quarter.
Yearlong, in-person or hybrid, 2 meetings per quarter
Facilitated by Julie Williamson
This yearlong community will examine language ideologies and explore the instructional practices of incorporating inclusive opportunities for students coming from all language variety backgrounds to engage in college work critically and creatively with their full linguistic capacities. THE CLA lens can be helpful for bridging that ever present tension of preparing students for current expectations and for empowering them (and us) to expand our notions of "Standard" or "Academic" English.
Yearlong, 2 meetings per quarter, in person with supplementary online content
Facilitated by Amanda Ybarra and Amy Tureen
This yearlong community of practice will read The Norton Guide to Equity-Minded Teaching. We will structure discussions around the text itself, which addresses designing for equity, inclusive day-to-day teaching practices, and critical reflection via self-examination of course data. Other supplemental materials may be provided but will not be required. The community will meet two times per quarter (Fall, Winter, and Spring). The modality of group meetings will be chosen by the participants and may include a hybrid option. Download a free copy of The Norton Guide to Equity-Minded Teaching.
Facilitated by James Chen
Focusing on current science pedagogy and open to all faculty interested in this conversation. Will include search and review of recent science-focused peer-reviewed educational literature and related media, with discussion of evidence promoting ongoing science educational and collaborative efforts.
Yearlong, 5 meetings total, virtual and / or in-person depending on the needs of the group
Facilitated by Ryer Banta
We will explore the facets of open education, including open educational resources (OER), open licensing, and open pedagogy. We will also pay special attention to the ways in which open education intersects with diversity, equity, and inclusion for increased student success. Participants can expect readings, discussions, and time to talk through challenges and successes of implementing open education in their courses.
Yearlong, in person, 2 meetings per quarter, with online readings/supplemental materials
Facilitated by Joe Batt, Michael Gray, Matthew Ito, and Aki Suzuki
This group will meet two to three times in Fall 2023 to plan class projects which integrate open-source digital media (such as Audacity and Inkscape) in meaningful ways with course content. During Winter 2024 we will support each other to complete these projects in our classes. All are welcome to join us for this project. There will be a culminating presentation of the results at a campus-wide event.
Yearlong, in-person
Facilitated by James Chen
Based on a Harvard course, this community of practice explores issues of diversity from a psychological perspective. Through selected audiovisual and written media, we will reflect upon the impacts and perceptions of diversity issues within/across/because of various group distinctions. We will study diversity in a non-binary manner, and create a safe space for a variety of thoughts on diversity to be expressed.
Yearlong, 5 meetings total, virtual and / or in-person depending on the needs of the group
Facilitated by C.J. Dosch
This community of practice will read Calling for a Blanket Dance by Oscar Hokeah. This book has received much recognition as a debut novel and won the PEN/Hemingway Award this year. Based on participants' reading pace, this community of practice will last 1-2 quarters, meeting to discuss the novel 2-3 times. If desired, the reading group could be extended for additional quarters to reading related pieces of fiction or non-fiction to build a deeper experience with contemporary Native American literature. The primary modality will be chosen by participants with at least some in-person discussion to create shared community.
Facilitated by Heather Ryan and John Schaub
We will explore ungrading: what it means, what forms it can take, some of the logistics, and ways to employ ungrading as an equity-based pedagogical practice. Participants can expect readings, discussions, and time to workshop and trouble shoot for those who implement ungrading elements into their courses.
Yearlong, in person, 2 meetings per quarter, with online readings/supplemental materials
Communities of Practice are faculty groups that meet quarterly to explore an area of shared interest. The goals of the C.o.P. program are to build community, encourage interdisciplinary collaboration, and to facilitate professional development.
This community of practice will explore the different forms of technology available to support students learning as well as evaluating through assessments. Participants can present resources that they are using already or want to learn more about with discussions of applications across different content and disciplines. Yearlong, 2-3 meetings per quarter
This Community of Practice will focus on leadership concepts to strengthen our own leadership abilities and can also be focused on teaching others (students) how to become leaders. We will read the book Dare to Lead by Brené Brown and choose a second book to read together later in the year. The discussions will include reflection and analysis on the leadership concepts covered and will focus on how the topics fit with consideration of diversity, equity, and inclusion. Yearlong, 2 meetings per quarter. First session on Zoom with the option to meet in-person if the group unanimously decides.
As America becomes more politically polarized, universities and faculty have a place in fostering understanding. We'll read and discuss John Haidt's "The Righteous Mind: Why Good People are Divided by Politics and Religion." Outlines with a little additional analysis are available to reduce the reading load. John Haidt’s moral foundations theory explains why liberals and conservatives argue past each other much of the time. It also explains blind spots for both groups. Let’s discuss and reflect on how this applies to our lives, our students, our campus, and our community. Yearlong, 1-2 Zoom meetings per quarter
Focusing on current science pedagogy and open to all faculty interested in this conversation. Will include search and review of recent science-focused peer-reviewed educational literature and related media, with discussion of evidence promoting ongoing science educational and collaborative efforts. Yearlong, 5 meetings total, virtual and / or in-person depending on the needs of the group
This Community of Practice will explore the principles of Trauma Informed Classrooms. Faculty will learn about these principles, evaluate their classrooms, implement trauma informed practices, and share experiences. Yearlong, 2 meetings per quarter, flexible format (virtual and in-person)
Based on a Harvard course, this community of practice explores issues of diversity from a psychological perspective. Through selected audiovisual and written media, we will reflect upon the impacts and perceptions of diversity issues within/across/because of various group distinctions. We will study diversity in a non-binary manner, and create a safe space for a variety of thoughts on diversity to be expressed Yearlong, 5 meetings total, virtual and / or in-person depending on the needs of the group
2020 turned our world and our classrooms upside down. In addition to the challenges, we continue to face around living through pandemic, we are also daunted by the harsh realities of climate change, injustice, and threats to democracy. In this community, we'll consider questions such as the following: How has COVID changed our teaching practices? How is the classroom evolving in the wake of those changes? How have students' needs and expectations changed? What do we imagine relinquishing or reviving in the wake of these changes? How might anti-racist and decolonizing pedagogies help us meet this moment? Yearlong, 2 meetings per quarter in-person, both indoors and outdoors.
This CoP allows us an opportunity to explore and share our own writing, while we reflect and share how our writing can and does inform our teaching experience. Whether you’re a budding novelist, a scholastic writer, a prolific or aspiring poet or songwriter, a daily journalist, an educator who expresses themselves through their assignments and yearly reflections, or some combination of all of these, this may be the CoP for you. Participants should be prepared to share what they’ve been writing either to seek out critique and assistance, or as a means to heal and come to a place of peace for the benefit of the classroom. No judgements, just assistance, collaboration and a supportive place to share writing and how it has been a reflection for and of our teaching experience. Yearlong, 1 – 2 meetings per quarter, primarily on Zoom with the possibility of an in-person gathering.
The series below are discussions, events, and workshops sponsored by the CTOL and available to all faculty; drop in on the ones that meet your needs, interests and schedule. Specific times will appear on the CTOL calendar each quarter.
In this series, you’ll learn practical tips for getting the most out of Canvas. We’ll explore topics such as organizing for student success and engagement, time-saving techniques for faculty, Canvas tools, and avoiding common frustrations. Participants will be able to choose from a menu of topics to make sure this training is relevant to their current needs. Led by Caroline Hobbs. (Offered at the beginning and end of each quarter)
In this series of workshops, facilitator Kyle Gonzalez will work with instructors to create a learning environment in which all students can learn to their full potential. This series will include:
This series of drop-in workshops will provide hands-on exploratory support for faculty, staff, and students, using the following open-source programs and audio-visual applications: GIMP, Blender, and Audacity. Led by Joe Batt and Michael Gray.
Once a month, all faculty are invited to meet for some off-campus movement and conversation. Possibilities include: walks at Woodard Bay, Squaxin Park, McClane Nature Trail. The goal is to promote community, health, and connection to our surroundings.
In this series, we will focus on one new or revised CWA each quarter with the goal of thinking about how to assess it effectively and efficiently (essentially, how do we make students’ thinking visible?). Sessions will include example assessments, conversation about the CWAs, and time to begin crafting an assessment you can use. All sessions are open to all faculty, whether or not they’ve attended any of the other sessions. Led by Heather Ryan. (1.5 hours, twice a quarter, offered Fall, Winter, Spring)
This series of workshops, led by a variety of facilitators from around campus, will explore the use of tools like yoga and meditation in our teaching practices.
Facilitated by SPSCC Counseling Faculty, meets on alternate Thursdays from 2:30pm - 3:30pm. This is the place to get support, ideas, and insight for managing challenging student behaviors.
We will be offering workshops on the following topics:
The State Board for Community and Technical Colleges (SBCTC) hosts meetings and workshops throughout the year.Check out SBCTC's Educational Technology Professional Development series for courses such as:
Check the SBCTC's training calendar for more!
Community and Technical Colleges have a shared professional development calendar that offers opportunities for faculty to participate in professional development across the system.
Click on the Information Icon to see an overview of the event. Click on the link title to go to the webpage for registratoin.