This session will have Zoom auto-captions enabled, but will not be recorded.

We’ll use the window of tolerance as a framework for understanding how emotional dysregulation can result in a lack of engagement. We’ll discuss strategies for leveraging structure to support student regulation, and ultimately promote student engagement.

As instructors, we often have a vision of how we want students to engage with us, with the material, and with each other. Then, we get to the classroom, and students don’t always engage in those ways. This can be deflating, and sometimes we can even ascribe intent to our students.

I am! It looks like it's going to be a small group. Yes, my session focuses on the ways group work requires students to do lots of thinking/regulating unrelated to content, elevating their cognitive load. This is especially true for ND students. I'm also happy to tailor to folks' interests.

Mask solidarity!! Masking is community care.

Registration link: bit.ly/AW-2025

Use AUGUST25 at checkout for 50% off if you're contingent, a grad student, or just not in a stable financial situation. Link to register in comments (so I can have an image in this post!). 5/5

These strategies work if you're an educational developer and you lead sessions with faculty.

So, whether you teach early-career learners or senior faculty educators, I would encourage you to check this session out. 4/5

The cognitive load of group work is enormous and varied.

Having considered these factors, there are some important approaches we can take for designing and assessing group work.

Next Friday, Aug 1, 2025 from 2-3:30pm ET I'm offering a session with some strategies you can employ for group work. 3/5

But our students are typically not seasoned professionals: they're often (though not always) in the first few decades of their lives, still figuring out some core aspects of their identities, and they're navigating a lot of social chaos in the classroom and on campus. 2/5

This is absurd, and I'm so sorry. I'm also sorry that they gaslit you (?!) in their response. I'm so grateful for all the work you do.

People are used to assuming that college-educated professionals will be able to find another job if they lose theirs. But when essentially all medical research in this country depends on federal funding, just at various levels of remove, there *are no other jobs* for everyone who just got fired.

If you're wondering what's in this guide, here is the table of contents. You'll notice something called SECCC, which is a framing I created.

This pairs really nicely with my next upcoming guide: "Interviewing for academic jobs," with an interviewing method I designed.

Ahhh this one is so good!!!

Here's a sneak peek into the guide with a page about flowing sentences and paragraphs together to make it easier on the reader. If this seems useful to you, follow the link for more!

www.consulting.caitkirby.com/shop/p/acade...