CSIL: Student Panel on LMS Course Design

Learners experience our LMS course sites every day for online and in-person courses. They have insight into what supports learning and what creates confusion. In this interactive panel, we will assemble a small group of learners (undergraduate students) from multiple Illinois institutions, who will share their honest perspectives on what works (and what doesn’t) in LMS course design. The session will be guided by questions such as: What makes a course site easy to navigate and understand?

This workshop will explore practical strategies for designing, facilitating, and assessing meaningful student peer review in a Canvas course. We will look at how peer review supports deeper learning, engagement, and feedback literacy.

We will also go over how to set up peer review using Canvas Assignments and the Harmonize discussion tool.

Join us in UHB 2004 or on Zoom.

Using At-Home Lab Kits to Support Science Learning

Please join Professors Jennifer Faulkner (Medical Laboratory Science) and Catherine Williams (Integrated Sciences, Sustainability, and Public Health) for a discussion and demonstration of Science Interactive lab kits used in UIS science courses. Faculty will share their experiences implementing these kits across different modalities and class sizes, highlighting successes and lessons learned.

Beyond the Basics: Using AI to Transform Research and Teaching

How are UIS instructors using AI in the classroom and in their research? In this panel, Professors Bell Eapen (Information Systems), BJ Fletcher (Public Administration), and Brian Chen (Public Health) will discuss their innovative uses of generative AI to enrich their work as teachers and scholars.

Location: TBD or via Zoom

ACUE Insights: Reimagining Group Work

This session, led by Daniel Platt, Assistant Professor of Legal Studies, explores the use of group work in the humanities and social sciences classroom. Professor Platt will discuss the pedagogical theory behind group activities, several group-learning approaches he has put into practice, and the learning outcomes of orienting classes around collective rather than individual performance and assessment.

Teaching in Illinois Prisons

In this panel discussion, Professors Richard Gilman-Opalsky (Political Science) and Deborah Anthony (Legal Studies) will speak about their experiences teaching at Logan Correctional Center in Lincoln, Illinois, through the Northwestern Prison Education Program. They will discuss how they became involved with the program, what teaching in prison entailed, and how their work at Logan changed and enriched their teaching at UIS.

ACUE Insights: Coaching Students to Set and Meet Their Own Learning Goals

This session, led by Angela Doehring, Clinical Assistant Professor of Exercise Science, explores practical strategies to help students take ownership of their learning through goal-setting, reflection, and feedback. Dr. Doehring will share how she uses structured wellness projects to guide students in developing meaningful goals, tracking progress, and connecting coursework to personal and professional growth.

Time Poverty

If you don’t think you have time for this presentation, this one is for you! All too often in universities, the prevailing work culture is one of speed and efficiency, marked by a glorification of busyness. In this session, participants will explore a radical antidote that supports wellness and improves teaching, research, and collegiality: embracing Slow.

LinkedIn Learning

LinkedIn Learning is “a skill-building ecosystem that bridges the gap between the classroom and the workforce.” Whether you’re looking to sharpen technical skills, streamline course preparation, or guide students toward career readiness, LinkedIn Learning is a powerful tool available to you and your students. To help you get the most out of our university-wide access, we are hosting a hands-on workshop designed specifically for faculty.

College Readiness of the Post-COVID Cohort

How have our state’s incoming college students changed over the past ten years? What are their expectations in the classroom? What kinds of learning challenges do they excel at, and how can college educators better support their emerging skills?