Center for the Advancement of Teaching & Learning


Instructional Development Institute


January 23, 2020 |  8:00 - 4:30  | University Union

The Center for the Advancement of Teaching and Learning and the Instructional Development Council invites applicants to lead workshops and presentations at our annual Instructional Development Institute on January 23, 2020.  

Register to Attend

This year, we’re exploring Cia Verschelden’s metaphor of Bandwidth Recovery. Students who face poverty, food insecurity, systemic racism, and mental wellness issues are unable to commit their entire “cognitive bandwidth” to academic and personal growth. This year’s Institute will bring us together to discuss ways that we can help students reclaim the cognitive resources they need to be successful in college. We’ll kick off the Institute with our keynote for the morning: Dr. Cyndi Kernahan, Professor of Psychology, Assistant Dean for Teaching and Learning, and Administrative Fellow in the University of Wisconsin-River Falls’ Center for Excellence in Teaching, Learning and Inclusion. Dr. Kernahan will lead us through “Helping our students think better and succeed more: Small tweaks and wise interventions.” 

The event will challenge us to consider what we can do to enable students to engage in university life with the cognitive, social, and environmental resources they need to be successful. Too often extra-curricular things - micro-aggressions, unfamiliar jargon, classism - tax the resources students need to perform. Throughout the day we will focus on the small tweaks and wise interventions that instructors can make to help students channel their energy toward being successful learners. 

Sample topics for sessions include (but are not limited to):  
Mental health wellness 
  • What strategies can we use in the classroom or in advising to reduce the stigma associated with mental health wellness? 
Inclusive or culturally-responsive pedagogy 
  • How does one teach in a culturally responsive and inclusive way?
  • How do we find balance between being accommodating, holding students accountable, and promoting professionalism in the classroom? 
Transparency in teaching and learning 
  • Does transparency take away from the learning process and experience? How? Why? 
  • Have efforts to increase transparency led to improved student outcomes? 
“Bandwidth recovery” strategies 
  • Strategies for addressing belonging and imposter syndrome 
  • Tackling micro-aggressions and overt stereotypes in class discussion 
  • How can mindfulness help students “recover bandwidth?” 
Incorporating a growth-mindset into teaching 
  • How do we promote self-efficacy in students? 
  • Effective methods in providing positive feedback in social cue-free communication 
Reflection in the classroom 
  • Private journal vs. Public blogs? 
  • Incorporating reflection into content-based foundational courses? 
Building “fault-tolerance” into syllabi and assignments 
  • How can we allow students “freedom to fail” - or really freedom to learn – in our courses?
Equity in HIPs engagement 
  • How do we promote equitable learning gains in high-impact practices such as first-year seminars, undergraduate research, community-based learning, and capstone experiences? 
  • ​How do we ensure all students have access to high-impact practices – particularly those that support the greatest learning gains?
Community building in the classroom 
  • What are ways to help students feel as though they belong? 
  • What are ways to help students build relationships which they can use to work together on difficult course work? 
Bandwidth recovery for instructors 
  • What are some strategies you use to achieve work-life balance? 
  • How do we create a culture that supports work-life balance? 
  • How do we bring to light the hidden labors of educators? 

To apply  

Applicants may choose from two types of sessions. Please closely consider the following criteria when choosing your session type: 

Workshops (75 minutes) should:     
Presentations (20 minutes) should: 
• Briefly frame an issue important to you • Frame an issue important to you 
• Actively engage participants in this issue  • Contextualize the issue 

• Relate the issue more broadly to the campus community/higher ed. as a whole 

• Relate the issue more broadly to the campus community/higher ed. as a whole 

• Provide tangible, implementable take-aways for participants  • Provide participants with resources for how to move forward 

Please submit your materials through the following Qualtrics survey by November 8, 2019:

  • Contact information for you (and others who might be presenting with you)
  • A title for your session
  • A description that we may use for our print materials


Register to Attend


The Center can provide reimbursement for travel for presenters who come from the Sheboygan, Manitowoc, or Marinette campuses of UW-Green Bay. Lodging is not included in the reimbursement.