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Learn the best practices for establishing connections with students, communicating, and building a community conducive to learning for a partial or total online course. In this workshop, you will use a course communication plan template as well as engage in activities to get to know your students, help them get acquainted with one another, and set the stage for a productive and learner-centered course.

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Registration closes at 10:00 a.m. EDT on August 13.

Gregg Wentzell, Center for Teaching Excellence Assistant Director. He earned his Ph.D. in English at Miami in 1993 and was awarded the Sinclair Fellowship. He has over 20 years of college teaching and faculty development experience and co-facilitates the New Faculty Teaching Enhancement Program (NFTEP). In addition to being Original Lilly Conference Associate Director, Gregg does faculty consulting on teaching and coordinates the CTE's seminar programming and adminstration of Small-Group Instructional Diagnosis (SGID for the University. He is Managing Editor of the Journal on Excellence in College Teaching and Learning Communities Journal. He presents faculty development seminars on-campus and at teaching and learning conferences. He has experience with and has participated in faculty learning communities.

Ellen Yezierski, Center for Teaching Excellence Director. Ellen is a Professor of Chemistry in the Department of Chemistry & Biochemistry. As CTE Director, Ellen networks with faculty and programs across campus to fulfill the Center’s mission and support student learning through faculty development and innovation in teaching. She has been recognized with a Distinguished Teaching Award for Excellence in Graduate Instruction and Mentoring (2018) and a Distinguished Teaching Award (2015) and has taught large undergraduate courses as well as graduate courses. Her research group focuses on improving conceptual understanding of chemistry by examining the dynamics of teaching and teacher change. The goal of their work is to markedly reform instruction and improve chemistry learning across a variety of grade levels (high school and college). Projects employ quasi-experimental designs as well as phenomenological methods to explore teacher beliefs and change, assessment, use of animations, and characterizing teaching and learning in chemistry outreach. Visit the Yezierski Research Group to learn more about their activities and outcomes.