How Can I Plan (or Revise) My Courses More Efficiently?

Monday, January 24—
Sunday, January 30, 2022

Do you have a system or standard process for prepping a course you’ve taught before? Where do you start? Often, planning revolves around syllabus revision, closing loopholes, and adjusting dates. What most of us need is a strategic, instructional sound set of steps to help guide our decision-making.

This 20-Minute Mentor (opens in a new window) provides just that, a four-step model considering the big picture goals, major content areas, calendar implications, and assessments. Learn how to set up your courses with the emotional ebbs and flows of the semester.


Password: plan542

Digital Education Days 2022 Virtual Conference

Friday, February 4, Wednesday, February 9, and Tuesday, February 15.

The UM-Dearborn Office of Digital Education, the Hub for Teaching and Learning Resources, and our colleagues at Henry Ford College and the University of Michigan-Flint are proud to present the sixth annual Digital Education Days Conference.  

For 2022, Digital Education Days has been expanded to a 3 day series of shorter virtual events spread over a couple weeks in February. This year’s virtual conference event is open to and will include presenters from UM-Dearborn, UM-Flint, and Henry Ford College (HFC).  

The full conference schedule, including Zoom registration links for each session, is found in this link:

​MCO OER: Faculty Conversations: Hassan Nameghi

1/21/2022 @ 12:00 to 12:45 PM

Join us for the 2021-2022 series of MCO Faculty Conversations on Open Educational Resources (OER). These conversations feature faculty who are currently using an open textbook or other free or low-cost materials in their courses. Tomorrow’s session will feature our very own, Hassan Nameghi, who will share his own experience from the Engineering department, Henry Ford College. 


How Can I Build an Antiracist Syllabus?

Monday, January 17—
Sunday, January 23, 2022

Becoming an antiracist educator requires using a suite of interventions that provide an ongoing counternarrative to the minoritizing structures in higher education. For most persons, this is an ongoing learning process that brings joy and satisfaction. Antiracist syllabi embed evidence-based practices to provide an ongoing daily counternarrative to the barriers to the success of minoritized students.

This 20-Minute Mentor (opens in a new window) provides educators the tools to expand their own antiracist practices and better enable the success of minoritized students.


Password: syllabus72

Plagiarism Education: Considerations for the Semester Start-up

By Julia Colella, PHD

Plagiarism is concerning for colleges and universities (Curtis & Vardanega, 2016). Students begin higher education with varying degrees of knowledge on the topic of plagiarism; sometimes students have a limited understanding of the behaviors that constitute plagiarism. Gourlay and Deane (2012) suggest “a proportion of plagiarism is committed via confusion over how to integrate and reference source materials into academic writing” (p. 19). Moreover, some students might be unfamiliar regarding when they can claim an opinion as their own and when they need to use a citation (Ballantine & McCourt Larres, 2010). Being unfamiliar with the behaviors that constitute plagiarism might be a reason why students engage in this type of academic misconduct (Insley, 2011).

Providing students with plagiarism education, including class discussions on what is and what is not considered plagiarism, may help combat the plagiarism engagement rate across campuses. Gullifer and Tyson (2010) reveal students feel that the plagiarism education they receive includes rules and warnings. Rules and warnings may do little, if anything, to teach students what plagiarism is. Instead, focusing on educating students about plagiarism may be more advantageous in developing their plagiarism knowledge. The following offers some ideas to consider if you are implementing plagiarism education in your courses.

Building a Hyflex Modality-Dr Brian Beatty-1/28/2022 @ 2:30 pm

If you would like to learn more about how to improve student access to high quality and equitable learning by using Hybrid Flexible (Hy-Flex) mode, Dr. Brian Beatty, the pioneer of Hy-flex will speak about its core values and how to design your class with all three modalities with less anxiety. To learn more about implementing student-directed hybrid classes,, his OER book is available online for greater clarity of the modality before the event. Please save the date on the 28thof January @ 2:30 pm (EST)

Hybrid-Flexible Course Design – EdTech BooksThis volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve …

What Can I Do to Manage and Reduce Academic Job Stress?

Start: Monday, December 6, 2021
End: Sunday, December 12, 2021

Faculty face a number of challenging and emotionally draining conditions in their work- troubled or angry students, reduced funding and

cutbacks, and political conflict on campus to name a few. Explore ways that faculty (and others) can take care of themselves so that they can continue to do their work effectively.

This 20-Minute Mentor (opens in a new window) provides practical strategies for limiting the stressful impacts of situations in the job and how to build resiliency against stress.

Upon completion of this program, you’ll be able to:

• Recognize and acknowledge stressful situations in academia

• Identify at least two strategies for limiting the impacts of stressful situations

• Learn strategies for building resiliency against additional stress

Password: stress628

What are the Differences Between Synchronous and Asynchronous Teaching, and How Do I Best Choose the Format for My Online Class?

Start: Monday, November 29, 2021
End: Sunday, December 5, 2021

Online instruction has become a multifaceted experience. Instructors can select their platform, course design, and now, their instructional format.

Online courses can be taught either synchronously, where learning occurs at a specified time and date, or asynchronously, where students can complete course content on their own time. How do instructors know when to teach synchronously or asynchronously.

This 20-Minute Mentor (opens in a new window) offers a foundational understanding of synchronous vs. asynchronous instruction while also providing considerations for when to select each teaching format.

Upon completion of this program, you’ll be able to:

• Understand the differences between synchronous and asynchronous instruction

• Determine when to teach using a synchronous or asynchronous format

• Learn the benefits and weakness of both synchronous and asynchronous instruction

Password: format942