Announcing Applications for the Fall 2017 Faculty Learning Community

The Center for Teaching & Learning (CTL) sponsors a Faculty Learning Community (FLC) each semester that meets periodically during the semester to discuss practices and technologies related to teaching and learning. FLCs are open to all DSU faculty (full-time, part-time, and adjunct faculty members). CTL organizes FLC groups each fall and spring semester and provides drinks and light refreshments for FLC meetings.  Each member of the group is expected to participate in face to face meetings and contribute to the online portion of the community (via Canvas).

The Fall 2017 Faculty Learning Community will focus on continuing the discussion about Grit that was started at the Fall Faculty Forum in August. We will have discussions around the three sections of Angela Duckworth’s book, Grit: The Power of Passion and Perseverance, and how Grit might be taught and assessed as an Institutional Learning Outcome. We will meet three times during the semester at lunch time (12:00 – 12:50 pm), and CTL will provide light refreshments:

  • Friday, September 29th (Part 1: What is Grit and Why it Matters)
  • Friday, October 27th (Part 2: Growing Grit from the Inside Out)
  • Friday, November 17th (Part 3: Growing Grit from the Outside In)

In addition to our face-to-face meetings, we will continue the discussion online through a Canvas course. If you would like to participate in this community, please sign up with the link below. Participation will be limited to 15 faculty.

Sign up for the Fall 2017 Faculty Learning Community

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How to Encourage Academic Grit and a Growth Mindset in Your Students

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This article is an interesting discussion from two faculty from Bay Path University about how to encourage Grit and Growth Mindset in students. This fits in nicely with our activities at the Fall Faculty Forum.

https://www.academicimpressions.com/how-to-encourage-academic-grit-and-a-growth-mindset-in-your-students/

Upcoming Webinars from Respondus

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As a new term starts up, we wanted to make you aware of the Respondus webinar schedule for the coming weeks. These free webinars are a great way for faculty to get up to speed on the applications we license from Respondus (Respondus and Respondus LockDown Browser).

The webinar schedule is posted at http://www.respondus.com/webinars/.  Here are the upcoming sessions:

Quickly Create Online Exams: Respondus 4 and the Test Bank Network

–          This Wednesday! August 23rd at 12pm MT

LockDown Browser & Respondus Monitor Instructor training

–          Wednesday, August 30th at 11am MT

–          Tuesday, September 12th at 12pm MT

How do I help students engage productively in active learning classrooms?

Click on the link below to review the article “How do I help students engage productively in active learning classrooms?”

https://www.physport.org/recommendations/Entry.cfm?ID=101163

Great resource in promoting more active learning in your courses.

Hey higher ed, why not focus on teaching?

Stanford physics and education professor Carl Wieman won a Nobel Prize for his innovative, break-through work in quantum mechanics. Wieman has since levered the prestige and power of that prize to call attention to the need to transform undergraduate teaching, especially science education.

Click on the link below to read the full article:

http://www.npr.org/sections/ed/2017/06/07/530909736/hey-higher-ed-why-not-focus-on-teaching

 

Call for Proposals for 2017 Teaching & Learning Conference

The following announcement was sent out last week from Provost Michael Lacourse:

Dear Faculty and Staff Members,

The Teaching and Learning Committee, the Office of Undergraduate Research, and the Center for Teaching & Learning (CTL) are in the process of organizing the 3rd Annual Teaching & Learning Conference and Research Day that will be held on April 7, 2017.  In order to encourage more faculty and staff participation, this year’s Teaching & Learning Conference will be held in conjunction with Research Day. The Teaching & Learning Conference will be held in the morning and the Undergraduate Research Day activities will be held that same afternoon. 

I invite you to participate in this exciting Teaching & Learning conference focused on the theme  “Inspiring Inquiry & Love of Learning” (i2l2) and also to support our students by attending the Research Day sessions.  The Teaching & Learning Conference and Research Day are free for all DSU faculty and staff and is being funded by the Office of Academic Services.  The opening session of the Teaching & Learning Conference will start at 8:30 am in the Gardner Student Center Ballroom and will conclude after lunch (a continental breakfast and lunch is included). Students that are presenting at Research Day will join faculty and staff members for lunch. 

In order to encourage all faculty members (full-time, part-time, and adjunct) to take advantage of this opportunity to participate in this conference and Research Day, April 7 has been designated as a professional development day and you may make other arrangements for your classes during the day.  You may choose to have your students involved in such activities as collaborative group projects, computer lab projects, library research, etc. during your class time so you can participate in the Teaching & Learning Conference and Research Day.  Please encourage your students to attend and participate in Research Day activities–students conducting and presenting their undergraduate research is a great example of applying “active learning. active life.”

Why should you participate in the Teaching & Learning Conference?  The conference will provide an opportunity for DSU faculty/staff to share and learn new teaching/learning best practices, innovations, and lessons learned to promote the scholarship of teaching and learning on campus.  The conference also provides an avenue for faculty and staff to share what they have presented (and also learned) related to teaching and learning at professional conferences. 

I would like to invite all faculty and staff members to submit a proposal for a presentation to share your expertise and knowledge with your peers at the Teaching & Learning Conference. Please use this URL to submit your proposal:

http://bit.ly/tlc2017proposal

More information about the conference and registration will be forthcoming, and a Call for Papers for Research Day (for students) will be out in January, 2017.  Please reserve April 7, 2017 on your schedule and in your syllabi now for next semester so you can participate in this professional development opportunity.

I look forward to seeing you on April 7, 2017 at the Teaching & Learning Conference and Research Day.  For more information or questions, please contact a member of the Teaching & Learning Conference/Research Day Steering Committee: Dee Murray, Chair (murray@dixie.edu), Bruce Harris (bruce.harris@dixie.edu), Scott Allen (scott.allen@dixie.edu), Adriana Brandt (abrandt@dixie.edu), Rico DelSesto (delsesto@dixie.edu), or Sylvia Bradshaw (bradshaw@dixie.edu).

55 Percent of Faculty Are Flipping the Classroom

The majority of higher education faculty today are flipping their courses or plan to in the near future, according to Campus Technology‘s 2016 Teaching with Technology survey. The survey polled faculty members across the country about their use of technology for teaching and learning, their wish lists and gripes, their view of what the future holds and more.

Fifty-five percent of the survey respondents said they are somewhere along the spectrum of flipping all or some of their courses, in which they ask their students to view videos or some other digital matter online before coming to school and then use class time for other activities, such as hands-on and team projects or discussions. Twenty-five percent intend to introduce the flipped model into their courses over the next year or are exploring that possibility.

Read more …

New classroom designs increase attendance and retention

Rolling chairs are the new lecterns

Innovative new classroom designs foster collaboration and student-centered teaching, Diane Peters reports for University Affairs.

Schools across the United States and Canada have been making the switch from traditional lecture-hall classrooms to active-learning classrooms and labs, which feature tables, desks, and chairs with wheels, white boards on all four walls of the room, and student screen projection capabilities, among other technologies meant to engage students.

 

In 2014, a study published in the Proceedings of the National Academy of Sciences found that average exam scores went up by 6% for students in active learning classes. Students who learned in lecture halls alone were 1.5 times more likely to fail.

Read more…

 

How do professors really feel about technology in the classroom?

According to Campus Technology‘s first-ever Teaching with Tech survey, instructors favor the use of technology in higher education, Dian Schaffhauser and Rhea Kelly report for the publication.

The magazine asked 524 higher ed faculty members across the country about their use of technology for teaching and learning. Instructors described their experience of technology in the following ways:

  • 88% say technology made them more effective teachers;
  • 84% say technology positively affected learning;
  • 81% reported an “extremely positive” or “mostly positive” effect on education; and
  • 77% reported technology made their jobs easier.

Read more…

Teaching Academic Integrity to Students

Below are some great resources for teaching the importance and principles of academic integrity to students.

Part 1, http://derekbruff.org/?p=799

Part 2, http://derekbruff.org/?p=805