Along with our campus partners, CEITL offers several annual workshops and programs which we invite you to attend as your time and interest permit. Additional workshops and opportunities, along with reminders about registration for annual programs, are highlighted on our home page. If you have a suggestion for a new program or would like to request a specific workshop for your department or college, please contact us so that we can better support your needs. 

Open Programs

(registration may be required) 


Professional development opportunities across a wide array of topics offered in the week before the start of the fall semester. Suggestions for offerings are welcome! 

Parkside’s faculty and instructors share their innovative teaching practices with their peers to close out the end of the academic year on a celebratory note. The call for proposals goes out early in the spring and the program is created by the Committee on Teaching & Learning in conjunction with CEITL. 

The Universities of Wisconsin Office of Professional & Instructional Development (OPID) hosts an annual spring conference with participants from all 13 UW campuses and exciting keynote speakers. Parkside instructors regularly present at and attend this conference.

Please note that this event usually takes place at UW-Madison. 

Programs Requiring Application 

Application deadlines and instructions will be updated regularly and removed as the application period for each program expires. 


UW-Parkside faculty, lecturers, and academic teaching staff are invited to participate in UW-Parkside’s summer institute, Creating an Anti-Racist Classroom Through Teaching and Learning. This is a paid opportunity for participants to engage in a transformative process using an anti-racist approach to teaching and learning. An anti-racist classroom is one in which faculty and instructional staff: 

  1. View teaching and learning as an inclusive process. 
  2. Bring their authentic selves to the classroom. 
  3. Create a culture of academic growth and inclusion in the classroom. 
  4. Create an experience for students of color in which they see themselves as scholars in the discipline of their choice.   

Race and ethnicity are at the center of Summer Institute and intersects with class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations. 

Participants will have the opportunity to negotiate this complex, sometimes ambiguous and difficult terrain with an open mind and a collegial spirit. Participants should expect an intensive intellectual and emotional experience and, therefore, must not have any teaching responsibilities during Summer Institute. Participants will engage in reading, screening documentaries, journal writing, guest presentations, reflections, and dialogue to gain a deeper understanding of anti-racist teaching and learning. Our goal is to build a cohort of scholars committed to incorporating anti-racist practices into their disciplines. The program meets intensively for two weeks in the summer and then continues with monthly check-ins over the following fall semester. Organized by CEITL.

This is a year-long program which will expand participants’ understanding of CBL. Participants will engage in readings, discussions, guided reflections, walking tours of Kenosha and Racine, and presentations by CBL educators, students, and community leaders. Working with a community partner, participants will develop a CBL course that addresses both academic learning objectives and community goals. Organized by the Guskin Center for Community and Business Engagement. 

The Online Course Developers Workshop is open to all full-time faculty and instructional staff at UW-Parkside. The goal of the workshop is for each participant to produce a fully online course that will be taught at some point during the following academic year. Given that so many of you have already taught online or in a hybrid format due to the pandemic, the workshop this year (hosted entirely online) will focus largely on getting the most out of students in an online environment. We’ll look at the benefits of synchronous vs asynchronous teaching, active learning techniques, using open educational resources, how to create an equitable virtual classroom environment, and much more.  

Participants should have some proficiency with the typical functions of the Canvas learning management system. Because of the intensity of the training and the workload associated with course development, we ask that you strongly consider limiting your teaching responsibilities during the summer session. Special consideration will be provided for courses that will be integrated into either certificate, associate degree or fully online degree completion programs. Organized by CEITL.

This workshop will educate instructors on what high-impact practices are and how to implement them in their General Education classes. Presentations cover topics including assignment scaffolding, providing feedback, critical reflection, teaching the writing process, creating an inclusive classroom environment, global learning, project-based learning, and community-based learning. The workshop provides ideas and tools for implementing these practices at the 100-level and 200-level in the social sciences, humanities, and natural sciences. Organized by the Director of the General Education program. 

The Faculty Summer Internship Workshop serves as an opportunity for intern-advising faculty to further strengthen their work in high-impact practices and to assist students in enhancing their career preparedness. The workshop spans two weeks and is designed to be the equivalent of eight, half-days of work (approximately 32 hours of participants’ time to complete the synchronous and asynchronous work). At the end of the workshop, there will be a workshop evaluation form that faculty are expected to complete as part of earning and receiving their compensation for participation.  

Workshop materials, including examples/templates, slideshows, videos, and more are available in the Canvas course that faculty are invited to once accepted into the workshop. Some of these materials are covered in the synchronous portions of the workshop, and other materials are assigned for faculty to read and respond to asynchronously. During the last meeting of the workshop, faculty participants will give a brief presentation on how they plan to apply what they learned during the workshop in their internship supervision work. Organized by the Guskin Center for Community and Business Engagement. 

Faculty College is a system-wide institute and retreat organized by UW's Office of Professional & Instructional Development (OPID). Participants from all thirteen University of Wisconsin campuses are invited to attend Faculty College as teams engaged with their teaching & learning centers.

This residential program lasts four days and generally occurs at the end of May into early June. Morning sessions are structured as plenary workshops followed by afternoon team discussions. Meals, after-dinner programs, and the evening fire near Elkhart Lake are opportunities for networking and connecting with systemwide colleagues. These in-between spaces have, in the past, generated innovative collaborative projects, such as co-edited books and multi-university communities of teaching & learning.  

Programs for New Faculty and Instructors 


A one-day introduction to key people, offices, and processes to set new faculty and instructors up for success in their first semester. This program is open to all new faculty and instructors, regardless of ongoing status and course load. 

A year-long program for new full-time, multi-year faculty and instructors that meets weekly in the fall semester and monthly in the spring. This program offers more depth on topics including inclusive teaching, course design, tenure and promotion, campus resources, and self-care.  

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