海角直播

海角直播 Denver Fundraising Academy

Spring 2026

In today鈥檚 funding climate, faculty innovation depends on creative resource development. The 海角直播 Denver Fundraising Academy鈥攁 faculty learning community co-sponsored by University Advancement (UA) and the Center for Teaching, Learning, and Design (CTLD)鈥攅quips faculty with the tools to turn great ideas into funded initiatives.

Led by Dr. Andy Thyrring, UA鈥檚 2025鈥�26 Faculty Fellow and Executive Director for the Office of Education Solutions, the Academy brings together UA leadership for six interactive workshops focused on building donor relationships, crafting compelling cases for support, and navigating the many funding avenues available鈥攆rom crowdfunding and individual donors to foundation and corporate grants.

Faculty participants will apply their learning by developing a real-world project to pitch in an end-of-semester funding competition, with prizes of $5,000 for first place and $2,500 for second and third. Participants also receive individualized consultation and support to prepare successful 海角直播 Denver Day of Giving campaigns and other funding initiatives.

Join a community of changemakers advancing 海角直播 Denver鈥檚 mission鈥攁nd learn to bring your boldest ideas to life through strategic fundraising and collaboration.

Facilitator: Dr. Andy Thyrring

The First-Gen Connection: Building Belonging and Success

Spring 2026

At 海角直播 Denver, 55-60% of undergraduates are the first in their families to pursue a 4-year college education. This community of students are typically referred to as 鈥渇irst-generation-to-college,鈥� or simply 鈥渇irst-generation.鈥� Understanding our first-generation students, who are the majority of Roadrunners, is crucial to 海角直播 Denver鈥檚 ongoing mission of constructing an equitable and socially just institutional culture.

Research demonstrates that faculty and staff play a powerful role in supporting student retention and are crucial to the success of first-generation students. Relationships with faculty and staff are especially central to the success of first-generation students, who may face heightened alienation and isolation in higher education. These sessions will encourage and empower the Roadrunner community to embrace and celebrate these students.

Sessions will be developed using frameworks such as Tara Yosso鈥檚 Cultural Wealth Model, also called Community Cultural Wealth Model (CCW), an asset-based approach examining the skills, talents, strengths, and lived experiences that first-generation college students bring to higher education settings. 鈥淧lacing FGCS鈥檚 assets in the context of CCW serves to explicitly validate the wealth they possess using language valued by the institutions they inhabit. Further, framing assets using the concept of CCW, because of its broader attention to oppressive institutional practices, acknowledges the barriers and challenges faced by FGCS while illuminating the cultural capital they bring to higher education and that may be leveraged at particularly trying times such as we are currently facing鈥� (Hands 2020, 613).

Facilitators:聽 Rosmina Garcia and Christine Sheikh

Co-design of an Interprofessional Course on Statistics for Health Fields

Spring 2026

This Faculty Learning Community will provide a space for colleagues to develop evidence-based practice (EBP) resources in designing an interprofessional education (IPE) statistics course focused on students interested in medical professions. The course development team will continue work initiated in Fall, 2025 using Interprofessional Education guidelines as put forth by the Interprofessional Education Collaborative (2023) and tools from the American Speech-Language-Hearing Association (2025).

This Faculty Learning Community builds upon the work of the FLC that created guiderails and tools for IPE collaboration in Fall 2025, through the development of an interprofessional co-design of a health focused statistics course.

Faculty facilitators Chris Randell and A.J. Alejano-Steele will serve as liaisons between the six departments (Biology, Health Professions, Nursing, Psychology, Social Work, and Speech, Learning & Hearing Sciences) involved in the FLC.

How Can I Further Engage My Students in Applying Their Knowledge? An Exploration of Experiential Learning

Fall 2025

Are you interested in learning more about聽聽and/or expanding experiential learning opportunities in your courses?聽 Join us for the faculty learning community to stretch your thinking and engage in rich discussion with colleagues across campus.

Interested in learning more about Experiential Learning at 海角直播 Denver now? Please see the following resources/opportunities:

Facilitators:

Ingrid Carter and Cassie Mullin

Teaching Digital Literacy at 海角直播 Denver

Fall 2025聽

This FLC will support 海角直播 Denver faculty to create or revise courses to meet a future General Studies (GS) requirement in Digital Literacy. This FLC will address a key aspect of our 海角直播 Denver mission: 聽to prepare聽鈥渟tudents for successful careers, post-graduate education, and lifelong learning in a鈥�technological society.鈥�聽聽Our new Digital Literacy requirement will help students explore critical and ethical implications of digital technology, in additional to supporting them with key applications. The Faculty Senate General Studies Committee has proposed a new GS designation within the existing curriculum and has widely vetted student learning outcomes in Digital Literacy that can focus the work for participating faculty.聽 Faculty participants will investigate and develop new strategies for teaching Digital Literacy skills in their disciplines as well as the General Studies Program as a whole.

Facilitators:

Todd Laugen and Daniel Pittman

Open Educational Resources (OER) FLC

Fall 2025

The Open Educational Resources (OER) Faculty Learning Community will support faculty in adopting or adapting OER for use in one or more of their courses. The FLC is co-facilitated by Emily Ragan (Professor, chemistry and biochemistry, and 海角直播 Denver OER coordinator) and Brian Healy (Lecturer, communication studies).

Participants are expected to attend at least 5 out of 7 possible meetings to be eligible for the $500 OER FLC stipend. All sessions will be held on Fridays from 11 am 鈥� 12:30 pm in Microsoft Teams. The specific meeting dates are: Sept. 12, 26, Oct. 10, 24, Nov. 7, 21, and Dec 5. Please plan on a small amount of work between sessions so you can apply what we are learning to one of your courses.

Participants will give a short presentation during one of the last two sessions sharing about their OER discoveries (as related to one or more courses they teach).

贵补肠颈濒颈迟补迟辞谤蝉:听 Emily Ragan and Brian Healy

Integrating Traditional and Indigenous Knowledge into Academic Learning

Fall 2024 – Spring 2025

Are you interested in incorporating Traditional and Indigenous Knowledge into an existing course? Have you struggled to find culturally relevant resources useful in an academic setting? Join co-facilitators Shayla Bischoff, enrolled member of the San Carlos Apache Nation (Assistant to the AVP for Undergraduate Studies), Erin Bissell, PhD (Associate Professor of Biology), and Deserea Richards, enrolled member of the Oglala Lakota Nation (Program Coordinator 鈥� Native & Indigenous Student Support Initiatives) as we discuss the benefits and challenges faculty face when trying to integrate traditional Indigenous knowledge into existing course curricula or academic research.

The FLC includes two stages of development: 1) explore potential sources of Traditional and Indigenous Knowledge to enrich an existing course curriculum or research plan (Fall 2024), 2) develop and foster meaningful relationships with Indigenous knowledge holders while honoring Indigenous traditions of reciprocity and respect (Spring 2025). By the end of the FLC, participants should be prepared to include elements of Traditional and Indigenous Knowledge into one of their courses or research projects and identify reliable sources of information. By bringing Indigenous knowledge into our classrooms and research, we aim to foster a sense of belonging and community among Native and Indigenous students at 海角直播 Denver.

Facilitators:

Shayla Bischoff, Erin Bissell, and Deserea Richards

海角直播 Denver Fundraising Academy

Given the major budgetary pressures currently impacting higher education, faculty members and departmental leaders will need to play an active role in generating funds to support their co-curricular projects (e.g., facilitating student organizations, planning travel opportunities, and hosting events). Additionally, 海角直播 Denver鈥檚 University Advancement (UA) team is raising increasingly more funds–$76M thus far for the Roadrunners Rise Campaign. Building on this success, they are looking to partner with faculty ready to help facilitate successful donor visits and steward relationships. Fund development involves many skills including designing a case for support, cultivating strong relationships with donors, and partnering with UA to generate funding from diverse sources including crowdfunding, individual donors, and/or foundation/corporate grants.

The 海角直播 Denver Fundraising Academy, a faculty learning community (FLC) co-sponsored by UA and the Center for Teaching, Learning, and Design (CTLD), will provide faculty participants with the knowledge and skills necessary to navigate the robust array of options for fund development currently available on our campus. Dr. John Rief, the 24-25 faculty fellow at UA, will facilitate six presentations/workshops by members of UA leadership that prepare faculty participants both to implement an 海角直播 Denver Day of Giving crowdfunding project or other initiative and compete in an end-of-semester pitch competition. The top three projects in the pitch competition will receive funding: $5000 to the winner and $2500 each to second and third place. Judges for the competition will be identified and selected by UA leadership. As part of their preparation for the pitch competition, faculty participants will consult with Dr. Rief who is also the coach of 海角直播 Denver Debate and, thus, has significant experience in developing persuasive arguments and effective speeches.

Facilitator: John Rief

How Can I Further Engage My Students in Applying Their Knowledge? An Exploration of Experiential Learning

Is there an experiential learning component to any of your work with students? Are you interested in learning more about experiential learning or how you can expand what you are doing? Join facilitators Ingrid Carter (School of Education Faculty and C2 Hub Faculty Fellow) and Cassie Mullin (Experiential Learning Program Manager, C2 Hub) for this faculty learning community to stretch your thinking and engage in rich discussion with colleagues across campus.

Facilitators: Ingrid Carter and Cassie Mullin

Students of diverse cultural and linguistic聽backgrounds experience an achievement gap. Neuroscience research offers innovative approaches聽to designing and implementing brain-compatible culturally responsive instruction.

In this yearlong FLC, after an introductory session participants will complete 9 chapter summaries/analyses of the book , by Zaretta Hammond. They will end will a ‘report-out’ session where intended changes can be discussed with their peers.

Key Take-Aways: deepened understanding聽of how one’s culture programs the brain to process data and how it affects learning relationships; ‘key moves’ to build students’ learner operating systems and prepare them to become independent learners; as well as, prompts for action and valuable self reflection.

贵补肠颈濒颈迟补迟辞谤:听Darcy Beery, Journalism & Media Production

This聽FSLC聽(Faculty Staff Learning Community)聽will provide theory and practical ideas聽for integrating聽equity-based trauma-informed educational practices聽(ETIP)聽in the university classroom.聽This FSLC is good for instructors as well as people who work with students and curriculum broadly defined.

We will work through:

• What is聽stress and聽trauma?
• How do聽stress and聽trauma affect students and instructors? What can we do to support students and ourselves?
• What are trauma-informed聽educational practices?
• How can聽faculty and staff implement trauma-informed education practices in their work and with students?

Each week will focus on part of the curriculum (online or in-person) and/or on the syllabus. Participants聽will have time each session to workshop how to聽integrate聽TIEP聽into聽course policies, assignments, coursework, course content, team meetings, and departmental policies,聽and time to share those ideas with other participants.聽If participants are willing,聽we hope to compile these ideas into some sort of open-education resource.

Facilitators: Perri Corvino, Social Work and Kathryn Young, Secondary Education

鈥淭hat is a fantastic idea, but we don鈥檛 have the money for that.鈥� 鈥淭hat would be great for our students and our program, but we can鈥檛 afford it.鈥� Have you ever wondered how to raise money for your programs or your research? Is fundraising an area you would like to explore? If yes, this FLC is for you!

The purpose of this Faculty Learning Community is to connect faculty and staff interested in fundraising with University Advancement (UA) to learn how to turn your funding needs and ideas into reality. The first two meetings of this group will be to introduce the different types of fundraising opportunities offered by UA. Staff from Alumni Relations, Annual Gifts, Major Gifts, Corporate and Foundation Relations, and Grants will provide information and services available through UA.

FLC members that want to create a fundraising plan, will then choose which UA area to work with to receive basic training, success strategies, and coaching to develop their plan. At the end of the Faculty Learning Community, members will have developed a fundraising plan that is ready to implement. The FLC will culminate with an end of semester celebration where we can share our fundraising ideas and next steps.

贵补肠颈濒颈迟补迟辞谤:听Clay Daughtrey, Marketing

Translanguaging is the communicative norm of multilingual communities, where named languages, dialects, and non-linguistic resources are used dynamically and interchangeably to facilitate meaning-making (Otheguy, Garc铆a & Reid, 2015). Within education research, translanguaging has been described as a theory, as a pedagogy, and as an ideological stance (Garc铆a & Wei, 2014). Translanguaging as a pedagogy has historically been studied within K-12 bilingual education contexts (Martin Corredor, 2021). It is just now gaining momentum across K-12 contexts and within higher-education institutions (Fine, 2022).

As an Hispanic-serving institution with a focus on teaching and learning, 海角直播 Denver鈥檚 faculty and students are uniquely poised to contribute to this international conversation. In this Faculty Learning Community, we will explore the tripartite nature of translanguaging through readings and discussions during Spring 2023. We will support each other to modify course syllabi and gather as a learning community to reflect on opportunities and challenges related to enacting those modifications during Fall 2023. We will share key take-aways from this collaborative work with the 海角直播 Denver community as well as with the national higher-ed research community through collaborative conference presentations and peer-reviewed manuscripts.

Facilitators: Caitlin Fine and Lina Martin Corredor, Education

海角直播 Denver lists 鈥渁ccessibility鈥� as one of its core values and the CTLD has developed the Accessibility Competency Certification Program to help faculty and staff make classes and materials accessible. This FLC will build on that work, exploring models for an interdisciplinary disabilities studies minor that would give students and faculty the opportunity to study disability through the lenses of different disciplines. The FLC will examine different models for an interdisciplinary disabilities studies minor and explore the feasibility of building such a program at 海角直播 Denver.

We will meet 3-4 times in fall, with meeting days/times determined by participants. Remote participation will be possible. Meetings will last about two hours.

贵补肠颈濒颈迟补迟辞谤:听 Elizabeth Kleinfeld, English

Facilitators: Christina Foust, Communication and Nicole Predki, Dance

This Faculty Learning Community (FLC) will define and focus on the benefits of experiential, community engaged, and service learning for students, faculty, the community, and the university. The FLC will also give faculty practical tools to implement experiential, community engaged, and/or service learning into their course(s).

In the fall, sessions will cover such topics as: what are experiential, community engaged, and service learning? How do you locate a community partner and foster a relationship with them that is mutually beneficial to the class and the community partner? What are the benefits and challenges to this type of learning?

In the spring, our focus will be more practical and applied. For example, participants may create a list of possible community partners and consider how to establish a relationship with them. Participants might formulate activities and assignments that realize community-engaged or service learning in an existing class. They might develop new service learning or community engaged course syllabi, including how to designate a course as a 鈥淪L鈥� course in Curriculog. Facilitators are open to additional topics and outcomes as desired by participants.

Facilitators: AnnJanette Alejano-Steele, Healthcare Management, and Cynthia Krentz, Nursing

The benefits of teaching students across disciplines are well known in literature (Merriman, et al., 2020). Recently, most healthcare professions were charged by their accrediting bodies to offer IPE in the classroom. However, IPE is gaining popularity in the humanities, arts and non-healthcare sciences also (Okstad & Dahlk, 2021). Interdisciplinary faculty collaborations lead to better student outcomes by increasing cognitive abilities to think critically, to see the same material through different lenses, and to practice collaboration skills; however, the steps to create and deliver IPE can be daunting.

This Faculty Learning Community will provide space and colleagues with evidence-based practice resources to help you design an interprofessional activity that will be used to increase active learning in your classroom. We will assist in goal setting, communication tactics, learning objectives and outcomes, and strategies to overcome barriers in collaboration.

View the interactive flyer for this FLC.

The CTLD, led by Bridget Arend, offered a Scholarship in Teaching and Learning Faculty Learning Community (FLC) during the 2022-23 academic year. Faculty and staff were encouraged to join to learn about SoTL, further an ongoing SoTL project, or develop a new project around a burning question or idea. Visit our SoTL webpage for further information

Led by Zach Clark, a member of the Instructional Accessibility Group, this FLC will begin in Fall 2022 and continue through the Spring 2023 semesters. Participants will audit live courses, workshop content and resources, as well as research tools and practices. Ultimately, the FLC will work to identify barriers within STEM education and develop methods for removing them.

Facilitators: Ally Garcia and Kristy Lyons

The Research Incubator FLC will establish a forum where 海角直播 Denver faculty and staff can discuss research challenges, potential collaborations, challenges, and opportunities.聽 The one-year FLC will focus on designing and building a system that matches complementary research skills across disciplines, fosters mentorship and collaboration, and engenders conversations about challenges commonly faced by faculty/staff engaging in research and ways to potentially address these challenges.聽 The FLC will include discussions specific to faculty/staff ongoing or future projects, as well as establishing an ongoing association for continued discussion in these areas.

The Research Incubator FLC is open to all faculty and staff who have a desire to work with colleagues across campus to plan, conduct, and disseminate research findings.

Facilitator: Becky Cottrell

Facilitators: Sheryl Zadjowicz & Elizabeth Kleinfeld

Facilitators: Jeff Loats and Meredith Flynn

Facilitator: Emily Ragan

Facilitator: Christian M. Itin

Facilitator: Chris Pink

Facilitator: Jeff Loats

Facilitators: Elizabeth Kleinfeld and Sheryl Zajdowicz

Description: 海角直播 Denver has had a robust undergraduate research (UR) program for six years; we are ready to take things to the next level by exploring models for an Undergraduate Research Journal.聽Research indicates that students who have their work peer reviewed are challenged to sharpen their insights and writing, while student editors gain collaborative skills and new insights into聽writing and publishing processes. This FLC will explore the feasibility of different models of an URJ in terms of organization, logistics, budget, student-centeredness, faculty involvement,聽brand compliance, and sustainability. Fall and Spring.

Facilitators: Katia Campbell and Lisa Nelson

Description: The goal of this FLC is to develop a framework for a collaborative, cross-disciplinary formal dialogue program to serve the campus community. We will review relevant scholarly articles in the field of dialogue and deliberation, including intergroup dialogue, and explore various theories and models of existing dialogue programs in higher education settings including curricular and co-curricular elements.聽聽

Facilitator: Samuel Jay

Description:聽This FLC will use thoughtful, but critical contemporary commentary to structure in-depth and serious conversations about hardware, software, data, apps, security, privacy, and everything else that relates to technology’s presence in our modern experience. The end goal is to develop a rich, thoughtful, and educated comprehension of the existential effects of contemporary technology to encounter it, process it, and leverage it as scholars, teachers, colleagues, and humans.

Facilitators: Darcy Vigneault and Meredith Flynn