Teaching Dialogues
An Anti-Racist and Equity-Minded Community of Practice
Join your colleagues at Teaching Dialogues to discuss effective teaching practices. Teaching Dialogues is an anti-racist and equity-minded community of practice; it is interdisciplinary and open to all faculty.
Register via the Vision Resource Center to get the link and earn Professional Development credit. If you have any challenges with the Vision Resource Center registration, please contact the Cuyamaca Teaching and Learning Team, Cuyamaca.TeachLearn@gcccd.edu.
Flex Week Presentation
Examining How A.I. Intersects with Equity, Excellence, and Social Justice through
Education
Tuesday, Aug. 13, 10-11am, via Zoom: http://gcccd-edu.zoom.us/j/85981015768
Join your colleagues, the Teaching & Learning Co-Coordinators, and Academic Senate
President Karen Marrujo as we discuss the implications and potential impacts of generative
artificial intelligence (A.I.) on various disciplines. We will also consider how A.I.
intersects with Cuyamaca's Vision of Equity, Excellence, and Social Justice Through
Education. Opportunities for faculty to get involved and to continue these conversations
about A.I. will also be discussed.
Upcoming Sessions - TBD
Fall 2024 Teaching Dialogue sessions will be focused on discussing different aspects
of generative artificial intelligence (A.I.) as it relates to higher education, the
College's mission, vision, and values, and the needs of various disciplines. Participants
will provide feedback on potential topics, dates/times, and modalities at our flex
week meeting on 8/13. Finalized dates and topics will be shared out with the campus
and posted here.
Teaching Dialogues Sessions
Assessments
Culturally Responsive Content
Equitable Grading Strategies (EGS)
Flexible and Empathetic Teaching Practices
Online Teaching
Open Education Resources (OER)/Zero Textbook Costs (ZTC)/Low Cost Textbook Costs (LTC)
Policies
Sharing Power
Syllabus
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Campus Resources |
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Canvas Tools |
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Communication with Students |
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Technology Tools |
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Zoom Resources
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