Center for Faculty Innovation

jmUDESIGN – Virtual Edition 2020

Mon, 18 May 2020 9:00 AM - 5:00 PM

Online sessions will take place Wednesday, May 27 from 9 AM – 4 PM. Registration deadline: Monday, May 18 at 5 PM.

jmUDESIGN-Virtual edtion will also be offered on Thursday, June 11 from 9 AM – 4 PM. Registration deadline: Thursday, June 4 at 5 PM.

Whether we’re teaching online, in-person, or somewhere in between, there are principles and processes foundational to effective, efficient, and inclusive teaching that we can all share. Join colleagues for a one-day, online program that will highlight these foundations—the core of our popular summer course design institute, jmUDESIGN. This new program is designed to help you ground your instructional choices in the scholarship of teaching and learning. Throughout the sessions, you will have the opportunity to participate in a range of activities that you can apply to your own teaching contexts.

Register now for one, several, or all short, synchronous sessions occurring on Wednesday, May 27th. (Other dates will be offered in the month of June, if you would like to spread out or tailor your experience.)

  • Session 1 – Backward Course Design: What Are We Trying to Do Here? (9-9:45am)
  • Session 2 – Motivation: How Do We Help Students Want to Learn? (9:45-10:30am)
  • Session 3 – Learning Objectives: What Should Students Be Able to Know and Do? (10:45am-12pm)
  • Session 4 – Inclusive Learning Environments: How Do We Make Everyone Feel Welcome? (1-1:45pm)
  • Session 5 – Principles of Assessment: Why Isn’t Grading Enough? (1:45-2:45pm)
  • Session 6 – The Science of Learning: What Makes Learning Successful? (3-4pm)


Faculty completing jmUDESIGN-VE will make progress toward…

  • Designing a course that aligns course learning objectives, learning assessment, and learning activities;
  • Identifying factors that influence student motivation;
  • Creating an inclusive learning environment to facilitate success for all learners;
  • Formulating significant learning objectives;
  • Developing formative and summative assessments that map onto learning objectives;
  • Applying evidence-demonstrated practices to design a learner-centered course;
  • Engaging in meta-cognitive reflection of teaching; and
  • Fostering relationships amongst colleagues across disciplines, colleges, and ranks.



We want this program to be welcoming, accessible, and inclusive for all of our participants. Please reach out to us personally (Emily Gravett,, or Michael Kirkpatrick, to describe any considerations (e.g., disability, wellness, cultural, etc.) you want us to know about. You may also, or course, include a note in your registration with this information too.

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