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Events and Workshops

 

The Teaching and Learning Center hosts workshops and talks for those who teach on all WVU campuses. Both in-person and virtual options are available.

The Center and many of its events are supported in part by a grant from the Claude Worthington Benedum Foundation. Funds are managed by the WVU Foundation. Chartered in 1954, the WVU Foundation is the nonprofit organization that receives and administers private donations on behalf of the University.

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PSC Campus WVU Tech Campus Morgantown Campuses

Teaching Talks on Zoom


Introduction to Service Learning

Virtual Zoom Session (Recording Option) 

Interested in incorporating community engagement into your course but not sure where to begin? Join Aerianna McClanahan (WVU Center for Community Engagement) for an introduction to service-learning at WVU and learn how to design meaningful community-engaged experiences that support student learning and community impact. ( Read more…)

Virtual Event on Zoom

You may also be interested in: Complete Your Service-Learning Faculty Toolkit

Info Session: 2027 Scholarly Teaching Conference

Learn more about the Proposal Submission Process (Virtual Zoom Event)

This information session will walk you through the 2027 conference tracks, presentation formats, and the proposal submission process. Time for questions will be available at the end. Join us for an upcoming session on Zoom.

Learn more about serving as a Peer Reviewer and other Service Options (Virtual Zoom Event)
This information session will walk you through the service opportunities available through the 2027 conference. These include conference peer reviewers, session facilitators and moderators, and members of our conference organization team.

The Aligned GenAI Course Policy

Virtual Zoom Session (Recording Option) 

Sarah McCorkle (WVU Teaching and Learning Center) shares her framework for designing a Generative AI course policy. During this talk, Sarah will share her own scholarship as an instructor (as opposed to her usual role as Administrative Director of the Center).

A transparent framework for developing a course-level GenAI policy, the Aligned Generative AI Course Policy ( McCorkle, 2025 ) begins with an analysis of student tasks by inventorying each step a student would take that leads to a finished product of their learning. Each task in the inventory is reviewed by the instructor as they ask themselves: “what, specifically, am I assessing?”

Virtual Zoom Session

Beyond Blue Books, Process Surveillance, and AI Detection: Strategies for Dealing with Academic Integrity and Plagiarism in a Time of LLMs

Virtual Zoom Session (Recording Option)

This Teaching Talk from Jennifer Sano-Franchini and Madison Giles (Department of English) draws on scholarship in rhetoric, composition, and writing studies as it considers approaches for engaging concerns about academic integrity and plagiarism in a time of generative AI.

Grounded especially in writing studies scholarship on generative AI refusal, the talk will consider questions like: What concerns should we keep in mind before encouraging or requiring students to use generative AI in the classroom? How might we think beyond blue books, process surveillance, and AI detection as responses to the pedagogical challenges posed by generative AI? How can we continue to foreground student learning, student agency, and meeting students where they are? And how might we motivate student writers at a time when generative AI platforms are seemingly free, purportedly efficient, and always available?

Virtual Event on Zoom

 

 


In-Person Events

Workshop
Introduction to Classroom Assessment Techniques: Using CATs to Facilitate Student Learning

Held in Morgantown and Beckley 

This workshop facilitated by Scott Myers (Engaged Teaching Scholar) will provide an introduction to Classroom Assessment Techniques (CATs) . Are you interested in assessing student learning, but are unsure how to do so in an efficient and practical manner? Are you curious about improving your classroom communication behaviors and practices? This hands-on, interactive workshop focuses on how you can implement classroom assessment techniques (CATs) into your current teaching practices as an alternative (and relatively quick and easy) way to assess student learning.

In this workshop, you will learn about the process for selecting, implementing, and assessing the CATs most appropriate for your students, your teaching goals, and your course content. You will leave this workshop with a tentative plan to (1) incorporate a technique into an upcoming class session and (2) reflect on how the results gleaned from the technique offer evidence of student learning. Those who attend will receive a letter outlining the workshop outcomes, which is suitable for inclusion in Digital Measures.

Downtown Campus (Morgantown)

  • Wednesday, October 21
  • Stewart Hall room B20 from 3:00 – 4:15
  • Please Register

WVU Institute of Technology (Beckley) 


Workshop for Graduate Teaching Assistants

Designing Teachable Tidbits
In this hands-on workshop for GTAS, we’ll explore how to turn big ideas into engaging, purposeful learning activities. We’ll use backward design to identify learning outcomes, select active learning strategies, and develop assessments that provide evidence of student learning. You’ll have the opportunity to create your own “teachable tidbit”—a short class activity built around a specific learning outcome and paired with an assessment.

  • Monday, October 5 at 1:00 p.m. 
  • Evansdale Library, Room G01 ( Please Register )


New Communities


Care: A Faculty Learning Community on the Emotional Labor of Teaching

West Virginia University (Morgantown) 

The Care FLC aims to provide educators with a supportive space to discuss the emotional labor of teaching and a tool kit for navigating discussions with students about mental health. 

Throughout the Fall 2026 semester, members of the learning community will work towards a certificate in Mental Health First Aid. We will come together to discuss and reflect on what we’ve learned, how to apply it in practice, and how to best support ourselves and each other as we navigate these emotionally challenging conversations. 

Connect. Explore. Belong. - A Community on Building Meaningful Connections

West Virginia University (Morgantown) 

Join fellow WVU faculty to build meaningful connections, explore Morgantown, and strengthen your sense of belonging as a Mountaineer through shared experiences and community. 

Together, we will:

  • Build meaningful relationships with colleagues across campus.
  • Explore Morgantown and participate in engaging community experiences.
  • Strengthen your connection to WVU and discover opportunities to get involved.
  • Learn more and apply by October 19

Community on High-Impact Teaching

WVU Potomac State College (Keyser)

Faculty who are interested in exploring a strategy, tackling a challenge, or investigating a question related to their teaching practice are encouraged to consider this opportunity. The goal of this group is to identify meaningful classroom practices that yield student engagement, enhance opportunities for interacting with material, and support learning. While faculty are welcome to explore strategies that meet the needs of a variety of disciplines and subject matters, the goal of this community is not to redesign an entire course, but rather to be intentional about designing opportunities for learning. 

Development-Focused Peer Review of Teaching (Apply by 10/5)

The Development-Focused Peer Review of Teaching is a signature program from the WVU Teaching and Learning Center. Instructors learn how to give and receive a peer review of teaching in a supportive environment. We will use a collection of peer review forms as instructors participate in a formative, development-focused peer review. While the WVU Teaching and Learning Center supports peer review for formative purposes, the skills we'll cover are also useful when conducting summative peer reviews for annual evaluation.

West Virginia University (Morgantown)

WVU Institute of Technology (Beckley)

Course re/Design Studio (Apply by 11/15)

Held in Morgantown. Travel support available.

The Course re/Design Studio is a two-day signature program from the WVU Teaching and Learning Center. Instructors work diligently on their course in a structured studio environment as they are guided through a series of activities, tasks, and opportunities for feedback. We will use the Backward Design framework to reimagine our approach to courses that are in need of revision. (Those tasked with creating brand new courses are also welcome to apply.)

The Course re/Design Studio is held in Morgantown. A limited number of travel support packages have been made available for faculty members traveling from Beckley and Keyser.

Evansdale Campus (Morgantown, WV) 

  • Evansdale Library, Room G01
  • Monday, November 22 & Tuesday, November 23 from 9:00 - 5:00 p.m.
  • Learn more and apply   by 11/15/26





Below you will find a list of recommended teaching-related events. Please reach out to the event sponsor if you have any questions. Do you have a teaching-related event to include in this list of recommendations? Please email tlc@mail.wvu.edu

Bridging Campus and Community: The Reciprocal Power of Experiential Learning 

Sponsor: University of Arizona UCATT

Serving the community is at the heart of the land grant identity. To deliver on this promise, students, faculty and staff must be engaged in meaningful partnerships within and beyond the University of Arizona. In this presentation, we will review foundational principles for community-engaged learning and intersections with experiential learning theory. Then, we will discuss how we have implemented a community-engaged experiential learning model in three different teaching and learning contexts in the School of Nutritional Sciences and Wellness. Not only is community-engaged experiential learning deeply aligned with UA as a land-grant institution, it also integrates several high impact teaching practices that are meaningful to both the student and the instructor.


FJN Talk: Emotional Labor in the College Classroom

Sponsor: WVU ADVANCE Center 

Presented by Dr. Amena O. Anderson. This presentation explores the often-unseen role of emotional labor in the college classroom, particularly when students and faculty engage controversial or emotionally charged course content. Drawing on original research, the session examines how students may suppress, reshape, or strategically manage their true feelings during classroom discussions out of concern about grading, peer perceptions, classroom climate, or negative judgment. The research also considers which types of course content may be more likely to prompt silence, surface agreement, emotional withdrawal, or authentic engagement.

This session will be especially relevant to faculty who teach—or find themselves increasingly navigating—controversial course content in today’s social and political climate. Together, we will consider what students’ emotional responses can tell us about the classroom environments we create and how instructional framing, classroom communication, and course design can either heighten or reduce emotional labor. The session will also invite faculty to consider practical ways to encourage authentic engagement with difficult subject matter while maintaining intellectual rigor, respectful dialogue, and space for differing perspectives.

  • Tuesday, October 13 from 11:45 a.m. - 1:00 p.m.
  • Please email wvuadvance@mail.wvu.edu for registration information

AI Basics for Teaching and Learning: A Crash Course for Faculty and Staff 


Join Stony Brook University’s Center for Excellence in Learning and Teaching (CELT) for an interactive Zoom workshop on Generative AI designed for faculty and staff interested in enhancing teaching and assessment practices, increasing student engagement, and navigating the rapidly evolving landscape of AI tools. Participants will be introduced to common AI tools, explore potential instructional uses, and discuss key considerations such as academic integrity, transparency, and more.


Redesigning Assessment Through Authentic and Active Learning

Sponsor: Stony Brook University CELT 

Join Stony Brook University’s Center for Excellence in Learning and Teaching (CELT) for a focused, one-hour overview on how to redesign and future-proof assessments in the age of AI. This session will cover three key areas: leveraging AI as a co-pilot for developing effective exam questions, designing authentic assessments, and exploring how AI can strategically support active learning structures like Team-Based Learning (TBL), Project-Based Learning (PBL), and Scenario-Based Learning (SBL).

Scaffolded Interactives to Boost Systems Thinking Learning Online


Students in STEM, sociology and economics can greatly benefit from using systems thinking to help them understand systems in their respective disciplines. The use of systems diagrams in particular helps students to identify different system components, their relationships, and how they shape the outcomes and the system (Fortuin, et al., 2013). However, students’ development of system modeling skills and other systems thinking skills requires significant time and rapid feedback from the teaching team. Students cannot acquire these skills in one sitting but must rather build them over time through scaffolded formative assessments with timely feedback. Without synchronous feedback found in in-person and live online courses, the asynchronous online environment creates a challenge for such scaffolded student experience - especially one that builds visual or technical systems thinking skills like modeling. Here we present approaches for incorporating a series of interactives and other activities that either provide real-time feedback automatically to scaffold student learning of systems thinking in D2L Brightspace. Participants will be invited to brainstorm ways to scaffold activities to build systems modeling skills or related skills as desired. We anticipate the strategies conveyed here will be broadly applicable to courses that feature systems thinking, critical thinking, modeling, and various complex tasks or skills.


Pedagogies of Care... for Whom? Myths and Misunderstandings about Teaching and Instructor Well-Being 

Sponsor: OneHE

Faculty well-being has become a crisis hiding in plain sight—and too often, campus efforts meant to help end up adding more burden, especially for diverse and contingent faculty already stretched thin. Join sociologist Chavella Pittman and psychologist Sarah Rose Cavanagh for a conversation that challenges common assumptions about teaching and well-being. ( Read more...)

Harmonize Learning for eCampus

Sponsor: Harmonize Learning

Harmonize is a suite of tools integrated in eCampus. You'll find Harmonize in eCampus by clicking on  Add Content > Content Market > Harmonize. Click the links below to register for an upcoming event on Zoom. There are multiple date options to choose from.

Harmonize 103: Accessibility, Audio Description, Alt Text
Instructor Centric training to go through the basics of reviewing and editing audio descriptions, closed captions, and alt text. We will also show how to create content Pages in Harmonize. ( Click here to register and choose your preferred date)

  • Thursday, November 12 at 2:00 pm
  • Thursday, December 10 at 2:00 pm