How do you make room for dialogic practice in a large team-based course, a design studio, or a STEM classroom where students disagree? Three faculty from the 2025–2026 Dialogic Classroom Fellows cohort share what they tried, what challenges they encountered, and what tips they have for other instructors.
Join us for a small group conversation with Randy Bass, Vice President for Strategic Education Initiatives and Professor of English at Georgetown University, on the past, present, and future of the scholarship of teaching and learning at UMass and beyond.
Placing human experience, relationships, and complex problem-solving at the center of education is more important than ever. This keynote talk by Randy Bass (Vice President for Strategic Education Initiatives and Professor of English at Georgetown University) explores the ways that classroom practices and faculty-led experiences can help move toward an emerging paradigm of learning by emphasizing human capacities fit to the future.
You may already have a GenAI course policy, but students benefit from assignment-level guidelines that tell them what is permitted for a specific task. This hands-on session will help you decide the line between appropriate and inappropriate GenAI use. Leave with draft guidelines for one upcoming assignment.
In this gathering, we will share examples of contemplative practices we have used effectively in our teaching and work. All are welcome, and all are encouraged to share a practice or ask questions. What can we learn about our teaching when we are intentionally present, when we listen deeply, and when we share vulnerably?
From classroom challenges to timely trends, faculty and staff have perspectives that deserve a wider audience, especially now. This session demystifies how trade publications work and what editors look for. Participants will examine recent examples, identify the core elements of a compelling pitch, and learn how to frame an idea so it resonates with a publication's audience. Brainstorm a future article of your own, too!
In this gathering, we will discuss the goals, implications, and methods for limiting the use of technology in our classes, discussing such questions as: How does unplugging affect student attention, wellbeing, peer engagement, and connection to the instructor? How do we balance the needs of diverse learners? How do we communicate our intentions to our students? And how do we determine the impact of unplugging?