Events Calendar

We know, sometimes making the live event is impossible.  To help, we try to record CCI events when the presentation format and content can be reviewed effectively as a video.

_______________
 
AI SERIES: What is AI and Generative AI? A Computer Science Perspective
Presenter: Laura M Grabowski and the Computer Science Department
The Generative AI Workshop Series is presented by the SUNY Potsdam AI Working Group.
Session 1 Overview: 
Goal: Attendees will be able to recognize the capabilities of generative AI

• How generative AI works
• How is it trained and what does training mean
• What it can do
• What it can't do
• How do we detect it

View the VIDEO on the CCI YouTube site.

_______________

AI SERIES: Generative AI and Career Development (student-focused)
Presenter: Jenica Rogers
The Generative AI Workshop Series is presented by the SUNY Potsdam AI Working Group.
Session 2 Overview: 
This student-focused session will give student participants the opportunity to discuss and consider the proper use of AI technology with session participants and session leaders.
Outcomes:

• Get students thinking about career goals and preparation.
• Educate students on how AI is used in the hiring process on the employer side.
• Show students healthy ways to use career-focused text generators for their own career portfolios.
• Demonstrate useful critical thinking techniques for selecting AI tools for personal use.
• Start students on the path to understanding how AI knowledge and skills can advantage them in the workforce.

Questions attendees may have:

• “Can I just use AI to write my cover letters?”
• “Is there any good way to use AI for job stuff?”
• “What are the best AI tools to use?”
• “Is there an advantage to being able to use AI tools?”

View the VIDEO on the CCI YouTube site. 
_______________

AI SERIES: AI in the Research Process and the Classroom
Presenter: Bryan Kvet, College Libraries
The Generative AI Workshop Series is presented by the SUNY Potsdam AI Working Group.
Session 3 Overview: 

• Discuss how students appear to be using ChatGPT
• Dangers of hallucinations in research
• Possible assignments using ChatGPT?
• Introduce Semantic Scholar & Elicit AIs for research purposes

View the VIDEO on the CCI YouTube site.
_______________
 

_______________________________

HR Training Webpage

Human Resources manages a Training and Development webpage that lists several programs.  You will find information and resources on Compliance and Accessibility training (FYI- the BizLibrary compliance training site also includes a video tutorial library on various topics including Microsoft M365 applications).  You can also find information about SUNY CPD Points, which can pay for Center for Professional Development events.
_______________________________

Online Pedagogy: Design for Online Learning (Next Course: Begins January 27, 2025 - See "Upcoming Events", register by January 23) 

This course is a collaborative effort between the Center for Creative Instruction, the Online Faculty Fellows and volunteer faculty from across the campus. Conceived in the fall of 2019, the course has been an integral part of the SUNY Potsdam reopening plan and has prepared scores of faculty in delivering high quality and highly engaging online content during the COVID 19 crisis.

Course Overview: The purpose of this course is to facilitate development of the knowledge, skills, and attitudes (KSA) for effective online teaching and learning. The course focuses on pedagogy and the design/facilitation of online learning. You'll learn by reading, watching, listening, sharing, and doing - applying the course content to relevant course design and development activities. This four-week asynchronous course involves an estimated 3 to 4 hours of work each week.  

Each course is limited to 20 participants and includes an optional opening and closing online meeting, as well as opportunities to meet with the instructors and other participants each week.

Registered participants will receive a welcome email in the days leading up to the start of the course. The email will contain links to the course sites in Brightspace as well as links to the optional Welcome and Closing sessions at the beginning and end of the course. Both video meetings are optional and will be recorded.

By the end of the course, participants will be able to:

• Identify key differences between face-to-face (F2F) and online teaching and learning.
• Apply Backward Design to develop a course and its components.
• Recognize Community of Inquiry (CoI) principles of online learning and apply them to develop online teaching and learning experiences.
• Identify, select, and use tools, within the learning management system (Brightspace) and beyond, to support teaching and learning.
• Apply relevant standards and guidelines that frame distance education.

_______________________________

SUNY Online Course Quality Review Webinar Series - Spring 2025

The SUNY Online Course Quality Review Rubric (OSCQR) and Process is an openly licensed resource designed to support continuous improvements to the quality and accessibility of online courses, and can be used formatively with new online faculty to help guide, inform, and influence the design of new online courses, or to support the review and refresh of existing online courses. 

To share how OSCQR can be leveraged by campuses, we have developed a series of webinars to prepare online faculty, online instructional designers, and online administrators with the information, tools, and resources necessary to design and tailor an approach to address the quality of online courses systematically and consistently. 

• Wednesday, February 5, noon to 1:30 p.m. – Webinar 1: Introduction to OSCQR (Self-Assessment)
• Wednesday, March 12, noon to 1:30 p.m. – Webinar 2: Become an OSCQR Online Course Reviewer
• Wednesday, April 9, noon to 1:30 p.m. – Webinar 3: Regular and Substantive Interaction (RSI) Deep Dive: Understanding, Planning, Documenting, and Ensuring RSI Compliance with OSCQR
• Wednesday, May 7, noon to 1:30 p.m. – Webinar 4: Designing an OSCQR Implementation Plan

 These webinars are free for anyone to attend, but registration is required. All participants will earn digital badges and SUNY participants can earn certificates to confirm their credentials. Certificate options are also available for a fee for non-SUNY participants. For specific session objectives and additional registration information, please visit the website.  

_____________________________

SUNY DEISJ Fellows Webinar Series 2025

Developed by SUNY DEISJ (Diversity, Equity, Inclusion, and Social Justice) Fellows, these webinars are aimed at supporting faculty in teaching Diversity, Equity, Inclusion, and Social Justice courses in the SUNY General Education Framework and beyond. 

• Friday, February 14, 10:00 to 11:00 a.m. – Constructions of Class Identity and Power
• Friday, February 21, 10:00 to 11:00 a.m. – Critical Disability Studies and Intersectional Ableism
• Friday, March 7, 10:00 to 11:00 a.m. – Teaching DEISJ - Developing DEISJ Content Across the Curriculum
• Friday, March 28, 10:00 to 11:00 a.m. – Intersections of AI and DEISJ

For more information and registration details, visit the CPD registration webpage.

_____________________________

Access for all Webinar Series

The Access for all Webinar Series (Scaled Webinars) for UDL are designed to allow for the opportunity to give a more in-depth perspective about a given topic within the UDL Project. 

Important Note: All monthly webinars will be recorded and sent for Postproduction Captioning. Live captioning will be available for the duration of the webinars, and all finalized recordings will be housed within the UDL Website.

These webinars are offered by Empire State University’s Center for Autism Advocacy: Research, Education, and Supports (CAARES) and SUNY System Universal Design for Learning Initiative through the Office of University Life.

The following are topics covered as part of this series: 

• Monday, February 24, from 10:00 to 11:00 a.m. - Universal Design for Learning: Improving Course Accessibility in an Era of Emergent Artificial Intelligence
• Thursday, March 27, from 1:00 to 2:00 p.m. - Fostering Engagement and Inclusion by Transforming Online Discussions into Powerful Formative Assessments with UD
• Monday, April 28, from 3:00 to 4:00 p.m. - Encouraging Inclusivity in Online Classrooms
• Friday, May 9, from 1:00 to 2:00 p.m. - Generative AI as a Tool for Accessibility

_______________________________

Introduction to Universal Design for Learning – Beginner

This free workshop, currently offered in a hybrid format, provides a comprehensive introduction to the Universal Design for Learning framework.  Participants will learn why the Universal Design for Learning framework is important, how to apply its principles and guidelines to their own courses, and best practices for interacting with students with disabilities. Participants in this workshop will apply what they learn about Universal Design for Learning to design a new lesson or revise an existing lesson.

Learning Objectives:

• Define Universal Design for Learning and differentiate between Universal Design, Universal Design for Learning, accessibility and usability.
• Differentiate the three principles of UDL and explain how each of the three principles can be applied to their work with students.
• Explain best practices for interacting with students with disabilities.
• Recognize barriers to learning in their own instruction and choose UDL strategies that could be used to mitigate those barriers.
• Apply the UDL framework to create a more inclusive lesson.
• Determine the next steps to take to build a UDL culture in their discipline, department, college/school or institution.

For further course details, specific course dates, and to register, please visit the Online UDL Offerings website.

_______________________________

NEW-Universal Design in Higher Education: Beyond the Basics 

This free course, currently offered in a hybrid format provides a more in-depth overview of Universal Design (UD) in higher education. Participants will learn more about the Universal Design for Learning (UDL) framework, as well as how to apply UDL and UD to their work with students. Participants in this workshop will apply what they learn about Universal Design, Universal Design for Learning, and/or WCAG principles to create plans for projects to create a more accessible, usable, and inclusive experience for students on their campus.  
Pre-Requisites: This course is ideally for participants who completed the Introduction to Universal Design for Learning course and wish to learn more. However, participants who have experience applying UD and/or UDL to their work on their campus may also benefit from taking this course. 

Learning Objectives:
Upon successful completion of this course, participants will be able to:

• Describe Universal Design for Learning, Universal Design, accessibility, usability, and accommodations and explain the differences between each.
• Recognize barriers in their work on their campus in the physical environment, the online and/or face-to-face learning environments, student services, and/or technology.
• Explain how to reduce barriers in their work with students.
• Integrate disability, accessibility, Universal Design, and Universal Design for Learning content and activities into their instruction.
• Apply Universal Design, Universal Design for Learning and/or WCAG principles to projects on their campus.  

To see the course in detail, specific course dates, and to register, please visit the Online UDL Offerings website.

_______________________________

Introduction to Universal Design for Learning Self-Paced Online Course

This online, self-paced workshop will be open enrollment and registration, and will provide an in-depth introduction to the Universal Design for Learning framework. Participants will learn why the Universal Design for Learning framework is important, how to apply its principles and guidelines to their own courses, and best practices for interacting with students with disabilities. Participants of this workshop will leave with the skills and resources to apply what they learn about Universal Design for Learning to design a new lesson or student experience, or to revise an existing lesson or experience.
 
Learning Objectives:

• Define Universal Design for Learning and explain why it is important in higher education.
• Define Universal Design, accessibility and usability and explain how each is different from Universal Design for Learning
• Describe the three principles of Universal Design for Learning, recognize examples of them, and explain how to apply each of the three principles to their work with students.
• Employ a three-step approach to recognize barriers to success in their work with students and design to eliminate those barriers.
• Explain best practices for interacting with and providing support for students with disabilities.

Workshop Content: Total Estimated Completion Time: 12-15 hours

• What is UDL? Why is it Important?
• Provide Multiple Means of Representation
• Provide Multiple Means of Action and Expression
• Provide Multiple Means of Engagement
• Three Steps to UDL
• SUNY EITA Digital Content Accessibility Standards
• Implementing Instruction to Support Students with Disabilities 

_______________________________

Career Readiness Champion Certificate Program

The SUNY Center for Professional Development and the SUNY Career Development Office Community of Practice have developed the framework for a Career Readiness Champion Certificate Program. The overarching goal of the program is to help faculty and staff on college campuses to learn the competencies (knowledge and skills) needed to create a campus culture focused on supporting students in planning for a career.

To receive an overall completion certificate, participants must complete a series of three courses which contain various learning activities delivered in an online, asynchronous format using the SUNY Center for Professional Development learning management system (LMS). See details of delivery and activities within each course description. Each course will require approximately 1 – 3 hours of “outside” course work. 

Target Audience

The audience for this program is all college and university faculty and staff who teach, advise, or work with students in any context in which their career plans are relevant including:

• Concierge and Success Coaches
• Academic Advisors
• Counselors/Mental Health Care Providers
• EOP Personnel
• Student Affairs Staff
• Faculty
• Athletic Coaching Staff

Learning Objectives

• Gain a Practical Understanding of the Career Development Process, Resources and Tools
• Effectively Communicate with Students about Career Choices and Planning
• Learn How to Integrate Career Readiness Into Your Role and the Advising Process, and How to Contribute to Creating a Career Culture on Your Campus

Program Completion Requirements

• To earn the Career Readiness Champion Certificate, participants must complete all three courses. It is recommended that courses be taken in order.
• Participants should be prepared to spend 2-4 hours per week on outside course work. 

You may view this informational webinar recording for a brief overview of each course in the program.

Course 1: An Introduction to the Career Development Process

Course Description: This course is designed for faculty and staff involved in providing advising, coaching and career exploration activities both in and out of the classroom to learn the competencies (knowledge and skills) needed to create a campus culture focused on supporting students in planning for a career. 

Participants in this 6-week online course will go through a series of discussions and activities designed to facilitate an understanding of national standards and practices surrounding career development and how they can be integrated into their everyday work to achieve better outcomes as they relate to career integration for their student populations. 

Course Learning Outcomes

• Articulate the NACE (National Association of Colleges and Employers) career competencies
  • Participants will give an example of how their work helps their students develop one of the NACE Career competencies and indicate how it is evidenced by student behaviors.
• Understand the basics of a few significant career exploration theories
  • Learn about the 5 major career development theories
  • Gain an understanding of the approaches that their campus’s career center takes when working with students
• Identify career exploration theories appropriate to your work role and student population
  • Participants will identify two theories that could be applied to their work with students
• Identify career assessments appropriate in your work role and student population
  • Understand practical application of career assessments
• Understand ethical guidelines and principles as they relate to career exploration and hiring practices and processes
  • Review NACE Ethical guidelines
• Meet students where they are to identify their next steps in career planning
  • Participants will gain an understanding of how to assist students they work with in identifying next steps in career planning

Course 2: Designing Your Career Development Toolkit

Course Description: This course is designed to assist student facing faculty and staff in developing a comprehensive understanding of career development available technologies, online resources, the role of campus career centers, and strategies to enable every student to pursue the job of their dreams.

In this 6-week course, participants will gain a holistic understanding of how the NACE competencies are relevant to your work role. We will explore each of the competencies to establish a connection to your campus role to implement best practices for career exploration, recruitment, and hiring.

We will navigate global career assessment tools and resources to support the research, understand of labor market data, and correlate career pathways to enable you and your students to make informed decisions while exploring their career options.

The course will also highlight the opportunities to partner with your campus career development center to discover resources and build effective relationships for referrals and further coaching. This course will also highlight ethical considerations encountered by diverse student populations and methods to confront and resolve barriers.

Course Learning Outcomes

• Connect the NACE career competencies to your work role and student population
• Utilize career assessments appropriate in your work role and student population
• Be able to apply ethical guidelines and principles as they relate to career exploration and hiring practices and processes
• Know where to locate and interpret labor market data and how this data relates to creating an informed and career focused student body
• Learn the responsibilities of your campus career development office and know when to refer students to that office
• Effectively work with diverse students to identify equity and inclusion obstacles

Course 3: Integrating Career Development into Your Role & Campus Culture

Course Description: This course is designed for faculty and staff who teach, advise, or work with students in any context where their career planning is relevant. Participants in this capstone course will devise a concrete plan to integrate career development into their campus roles in meaningful and transformative ways. 

This course will provide opportunities to review national data, best practices, and explore innovative strategies to engage students, and the collective campus, to create a culture of career readiness through discussion and application.  Participants will also be challenged to address diversity, access, and inclusion issues related to career development in higher education. 

Course Learning Outcomes

• Apply the NACE career competencies to your work role and student population
  • Examine where career competencies can be intentionally designed and enhanced to improve student career readiness
  • Learn how to assess career readiness and share outcomes
• Apply career exploration theory appropriate to your work role and student population
  • Articulate relevant career exploration strategies that will be used in their campus role
  • Design plans to implement strategies to meet diverse student and institutional needs
• Selectively utilize the appropriate career assessments appropriate in your work role and student population
  • Illustrate how career assessments can enhance career readiness in their campus role
• Incorporate ethical guidelines and principles as they relate to career exploration and hiring practices and processes into your work role.
  • Apply NACE ethical guidelines and equity-minded practices
• Know how to develop a transfer or graduate school pathway for students
  • Understand barriers for students navigating pathways to achieve higher education
  • Develop strategies to clearly identify pathways for students transferring to 4-year institutions or graduate programs
• Incorporate effective strategies to help diverse students strategize how to overcome obstacles to their career plan
  • Understand how to design accessible and inclusive high impact practices in their respective roles
  • Apply strategies to increase access and inclusion to increase career readiness for all students
• Understand how to create and implement customized career development programs (majors, departments) when needed
  • Design, implement, and assess customized career development programs specific to their role, students, and institution

Group Discounts Available:

Additional discounts are available to groups of the following size attending the same program:

• 5-9 people = 10% discount
• 10-19 people = 15% discount
• 20-29 people = 20% discount

Please send your request to cpdinfo@suny.edu at least 30 days prior to the start of the course/program.

How to Pay:

Available payment methods are:

• Credit Card (Mastercard or Visa)
• CPD General Points
• Campus Check
• Journal Transfer

FULL payment is required 30 days from the date of registration. CPD Points are accepted. Prior approval is required. If points are denied, the registrant is responsible for the payment.

Journal Transfer: An account number with authorizing signature for Journal Transfers is required within 48 hours. You must print and return the invoice that is included with the registration confirmation email. 

Register for Spring/Fall 2025

Spring:

• Course 1: An Introduction to the Career Development Process - January 7 through February 17
• Course 2: Developing Your Career Development Toolkit - February 18 through March 31
• Course 3: Integrating Career Development into Your Role & Campus Culture - April 1 through May 12

Summer:

• Course 1: An Introduction to the Career Development Process - May 13 through June 23
• Course 2: Developing Your Career Development Toolkit - June 24 through August 4
• Course 3: Integrating Career Development into Your Role 

_______________________________

Microsoft Enterprise Skills Initiative Training Program

Microsoft and your organization are working together to help you learn the skills you need to be successful with Azure and other Microsoft technologies. With the right technical skills, you can be more innovative, and you can better adapt to the digital landscape, even as it continues to change.
Microsoft has created the Enterprise Skills Initiative (ESI) program—to provide the structure and resources for you to expand your technical skill sets and growth. Sharpen your technical skills and knowledge of Microsoft solutions by enrolling in interactive courses and training designed for your role, and advance your career by getting certified.
Skills build confidence. Confidence drives productivity, innovation, and growth.
For more information on the program, go to https://esi.microsoft.com/ and sign in by entering your work email address and following the steps to create your learner profile. Need help signing in? Please contact: ESI Support.

_______________________________

Empire KnowledgeBank (EKB) Online Learning – Spotlight on: Virtual Collaboration

The NYS/UUP Joint Labor/Management Committees offer free certification programs!!  Just fill out the application for a FREE e-learning program license and begin exploring what EKB can offer you!!

The Empire KnowledgeBank (EKB) Online Learning contains thousands of eLearning courses, eBooks and short course videos to help employees enhance your professional and career development, prepare for certification and continuing your education in subjects including software, project management, supervision, web security, leadership and much more. The license guidelines, as well as a list of the EKB eLearning Collection, are available here. For further information contact NYS/UUP JLMC at e-mail nysuuplmc@oer.ny.gov or phone (518) 486-4666.

Virtual Collaboration topics available through EKB include:

• Optimizing Virtual Collaboration
• Establishing Effective Virtual Teams
• Remote: Office Not required
• Facing Virtual Teams Challenges
• Virtual Leadership: Practical Strategies for Getting the Best out of Virtual Work and Virtual Teams
• Contributing as a Virtual Team Member

_______________________________ 

Quality by Design (QbD): Strategies for Effective Teaching and Quality Course Design 

This four-week online asynchronous course is intended for all faculty and instructional support staff at all levels of experience with an interest in effective teaching and quality course design strategies. It provides a unique opportunity to improve courses through a framework for evaluating the effectiveness of face-to-face, hybrid, or online courses, and focuses on four major topics that are a key component of any quality designed course, including:

• Learner Support
• Content Presentation & Accessibility
• Interaction & Collaboration
• Evaluation & Assessment

Those who complete the course will be able to identify the importance of learner-centered instruction; analyze the qualities of effective course design; and integrate these concepts into their teaching and/or instructional design strategies.
Participants will have the opportunity to earn badges issued through Acclaim by Credly and is free for CPD members and low cost for all others. The time-commitment for QbD varies by individual; averaging 2 to 4 hours per week.
For registration and more information, please visit the QbD website. 

_______________________________

Lumen Circles Fellowships: Adventures in Teaching Excellence

SUNY faculty are provided a unique opportunity to connect with peers as they explore effective teaching strategies and instructional practices that support and boost student success and apply them in their own teaching. Through the fellowship you can learn, share ideas, and develop professionally in the areas you want to grow. Choose a fellowship theme in an area you’d like to deepen your expertise: Active Learning; Inclusive Teaching; Online Teaching; Teaching with OER; and more!
Lumen Circles Fellowships are offered in partnership with the SUNY Center for Professional Development, SUNY OER Services, and Lumen Learning. They are available at NO COST to SUNY faculty and campuses, and work well for any faculty member, in any discipline, at any stage of career. See Program Achievements for additional details about what faculty fellows have accomplished in order to earn a certificate. You do not need to use courseware to be eligible for this program.