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BOOK GROUP: Haldol and Hyacinths: A Bipolar Life by Melody Moezzi“With candor and humor, a manic-depressive Iranian-American Muslim woman chronicles her experiences with both clinical and cultural bipolarity.”A two-part discussion: You can attend either of the two sessions but should attend both parts. Part 1: Dec 2 at 1:00 pm in OGC 100 (Facilitated by … Continue reading "CTL Book Group Discussion Part 1" |
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This workshop has a hybrid, e-learning group format that provides participants with an introduction to understanding and responding to unconscious bias during workplace interactions and in workplace settings. Relevant to faculty and staff of all levels, participation in this workshop can positively impact all aspects of Augsburg University. Additionally, this workshop explores the hidden and … Continue reading "All About Bias Workshop" |
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Wednesday, December 4 | Speaking of Sabbatical with Nancy Fischer | 12:30 pm- 1:40 pm, Marshall Room “Dire Straights? Critical Heterosexuality Studies” |
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BOOK GROUP: Haldol and Hyacinths: A Bipolar Life by Melody Moezzi“With candor and humor, a manic-depressive Iranian-American Muslim woman chronicles her experiences with both clinical and cultural bipolarity.”A two-part discussion: You can attend either of the two sessions but should attend both parts. Part 1: Dec 2 at 1:00 pm in OGC 100 (Facilitated by … Continue reading "CTL Book Group Discussion Part 1" |
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This workshop provides participants with the tools, skills, knowledge, and resources to be intentionally supportive to lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) communities. Additionally, this workshop will cover definitions and terminology, tackle current issues and challenges facing LGBTQIA+ students, and practice skill-building scenarios. Finally, this workshop will help faculty and staff to … Continue reading "Ally Training I"
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From “E” to “F”: Enhancing Student Thinking and Learning During Lectures. Many instructors use the authoritative/interactive model of class instruction. A simple way for instructors to move toward a dialogic/interactive model is to move from using the IRE (inquiry-response-evaluation) pattern when asking students questions to the IRF (inquiry-response-feedback) pattern. An overview of the three main … Continue reading "EDTalk with Jennifer Bankers-Fulbright" |
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