Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Spring 2022 Enhancement Day

11:00 - 11:50 a.m. Session Options

11:00 a.m. Option 1:

Zoom Access Link:

Meeting ID: 858 5481 1555; passcode: clic


Joint Session Featuring:

Exercises in Teaching About Privilege

Mandy Lilly, Associate Professor, Dept. of Human Behavior, Justice & Diversity

A key component in social work practice is engaging with marginalized populations. In order for students to evolve into competent professionals, they are asked to examine their own privilege and the effects of privilege on society. Teaching this content multiple times, I have implemented a few techniques with mixed results and found a practice that is effective, immersive, and relatable to students. I will share my less successful experiences asking students to reflect on their privilege and using also using the ‘privilege walk’ as an exercise to explore this concept. Finally, I will engage participants by demonstrating the successful activity “Privilege for Sale.” I will provide feedback from class discussions about the meaningful and eye-opening aspects of this activity that have helped students to embrace a challenging topic.


I identify as white. I recognize my bias. Now what?
Lynn O’Brien, Assistant Professor, Dept. of Education

The goal of this session is to offer a space to learn and reflect on your own implicit biases in a safe and supported way. This exploration is foundational in making the implicit explicit. Once we can make it explicit, we can have more conscious choice in how we act upon the bias. This process of exploration is important for you individually in helping you be more aware and ultimately will help transform the way you serve those you work with on a regular basis.

During this session we will practice settling our bodies in preparation to have difficult conversations and reflections. Ways to settle your body and other action steps to creating new culture will be offered. You will be asked to be open to sharing and participating in the practices and reflections.



11:00 a.m. Option 2:

Zoom Access Link:

Meeting ID: 895 0215 3889; passcode: clic


Joint Session Featuring:


Transparency and Scaffolded Learning in Philosophy

Max Gatyas, Senior Lecturer, Dept. of Social Inquiry

Philosophy instructors typically want to see one or more of the following skills demonstrated in a paper: 1) the ability to explain a philosophical theory or argument accurately and concisely, 2) the ability to find flaws in a philosophical theory or argument, and 3) the ability to critically examine one’s own view(s) on a philosophical topic. Instructors may take for granted that their students are aware of these expectations leaving implicit certain norms that govern what is and is not considered good philosophical writing.

This session will focus on an example of how to foster the skills of adding transparency and inclusivity of expectations via scaffolding of the final paper assignment. Come explore the role of transparency in philosophy pedagogy while highlighting some obstacles faced in implementing scaffolding

Presentation Outline

    Part 1: The importance of transparency
    Part 2: My scaffolded final paper assignment                                                                    
    Part 3: Specific obstacles I’ve faced
    Part 4: Potential problems/issues with my approach
    Brief brainstorming break
    Part 5: Group discussion of obstacles/issues


Curriculum Designed to Support Individualized Learning through Differentiated Instruction

Kristen Riesgraf, Senior Lecturer, Dept. of Math & Computer Science

Del Wright, Educational Technical Consultant, CLIC@JDHL

This presentation shares curriculum developed to support differentiated instruction for a more inclusive individualized learning experience using Canvas Mastery Paths. Two course tours showing different examples will be presented. One as a way for students to choose the assignment they would work to complete – the other demonstrates the use of a formative assessment to place students on learning paths based on the assessment. The presentation will allow time for Q&A including technical questions.