The Center for Teaching and Learning is pleased to announce the next offering in our Pedagogy Matters workshop series. These workshops support faculty from the pedagogical perspective in developing, designing, deploying, and utilizing technology in their courses.
The workshops focus on building and strengthening the pedagogical infrastructure of courses, no matter the format. The Center for Teaching and Learning will be offering virtual Pedagogy Matters workshops in the Spring 2026 semester.
Registration is open for all of the workshops here.
Pedagogy Matters 1:
AI Higher Education Update: Marshall and Beyond
- When: Thursday, March 5, 2026 | 2:30-3:30
- Where: Online via Teams
AI as a technology is changing rapidly, and that against the rapidly changing landscape of higher ed in general. Join us for an hour-long update of how professors, students, and administrators are thinking about the uses and abuses of AI in their lives, classrooms, and institutions in the spring of 2026.
Pedagogy Matters 2:
Productive Resistance: Sometimes Friction Is Exactly Where the Learning Happens
- When: Friday, March 27, 2026 | 12:30-1:30
- Where: Online via Teams
As most of us know intuitively, effective learning rarely happens in conditions of perfect ease, coasting downhill on vibes and printouts from Sparknotes and ChatGPT. This workshop will explore the role of “intellectual friction” in pedagogy, examining how moments of confusion, tension, uncertainty, and effort can serve as catalysts for deeper learning. Participants will consider how to build these moments of friction into their own courses in ways that are supportive and even fun, as well as help students develop habits of mind associated with expert thinking.
Pedagogy Matters 3:
The Assignment Garage: Taking a Fresh Look Under the Hood
- When: Wednesday, April 15, 2026 | 11:00-12:00
- Where: Online via Teams
In this hands-on workshop, faculty are invited to bring an existing assignment from one of their courses and “put it up on the lift” in the CTL’s Assignment Garage. Through a series of guided design stations, participants will consider how to incorporate elements such as threshold concepts, professional noticing, creative constraints, and reflection into their assignments. The goal is to leave with a revised learning experience that helps students move beyond completing tasks to practicing the kinds of judgment, decision-making, and problem-solving that characterize expert work in the field.
Previous Pedagogy Matters topics
Questions? Contact Jamie Warner (warnerj@marshall.edu).