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Faculty: What to Do, to Prep for the Flu!
"It is time to prepare yourself, your campus, and your courses for a major outbreak of the seasonal and H1N1 flu. You can keep up to date with these resources to track the disease, follow the tips to keep healthly, and plan for your course in the event that many of your students, or you, become ill. Download this page of resources as a PDF."
Increasing Instructor Presence in an Online Course
"Instructors who are new to online teaching often fear that their courses will be impersonal and that connecting with their students will not be possible in an online environment.\n\nBased on these and other studies, some important ways instructors can increase their presence in online courses include paying attention to the frequency and tone of communication, having a strong presence in threaded discussions, providing feedback and expectations and increased instructor personalization. "
eCollege: Educator's Voice - Volume 10 Issue 4
Guidelines for Teaching Online During a Flu Outbreak
Teaching in times of extended emergency requires careful preparation, creativity and flexibility. The following steps and linked pages will help instructors continue teaching even in a time of high absenteeism, and will help students keep up-to-date with course requirements when class attendance is medically discouraged. They can also help a faculty member who cannot come to campus while contagious.
This site from the University of Michigan's CRLT has useful information and examples for all colleges and universities.
Wary of Budget Knife, Teaching Centers Seek to Sharpen Their Role
This Chronicle piece suggests repeatedly that teaching centers ought to be anxious, and quotes a few anxious folks. I couldn't agree more, though, with Connie Cook, who speaks to the contrary.
"Not everyone is so gloomy. Constance E. Cook, who directs Michigan's teaching center, says that despite the high-profile closures, she believes more centers have opened than have been shuttered during the last two years. (No hard numbers exist, but most people interviewed for this story shared Ms. Cook's instinct.)
"In this era in which people care so much about student learning, faculty teaching centers are generally thriving," Ms. Cook says.
But she says that some of the recent closures, especially at an institution as large as Missouri, have made her colleagues anxious. As budgets tighten, she says, teaching centers need to strengthen their ties with other university offices and make sure that administrators see that the various offices are working in harmony."
Tips for New Teachers at Community Colleges
Some new teachers, for example, appear timid, indecisive, and apologetic in the classroom...Others come across as arrogant, authoritarian, and patronizing. Obviously, the key to succeeding as a first-time instructor at a community college lies in finding the middle path. Since so many seem to have problems identifying that path for themselves, I'd like to offer a road map.
by Rob Jenkins
The Chronicle of Higher Education
From Teaching to Learning (Barr & Tagg, 1995)
Was thinking about John's great work at the institute, and looked this up for easy access online (no ordeal of walking to my file cabinets required).
Barr, R.B. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, November-December, 13-25.
Reach! A Lecture Musical Prank!! from Prankstgrup
A student stands up in the middle of class and starts brilliantly singing a broadway style musical addressed to the "Teach." The lyrics give voice to the silent frustration of students in large lecture halls. (Thanks to Diane Pike for finding and sharing this one.)
Teaching Circle Forms & Templates - Century College
Teaching Circles--Roster, Forms, & Templates for organizing and running a teaching circle.
Teaching Circles at Century are a form of faculty learning community.
Teaching Circles at Century College
What is a teaching circle? A teaching circle is a group of 6-9 faculty members who will work closely together for one semester to focus on an issue(s) related to improving teaching and learning. The circle is interdepartmental in nature and is self-directed within the guidelines of the teaching circle program. The atmosphere of the circle is intended to foster openness and trust in a risk free environment of mutual support and discovery.
What is Significant Learning?
by L. Dee Fink, a summary of key points in his 2003 book, Creating Significant Learning Experiences.
One of the first tasks teachers face when designing a course is deciding what they want students to learn or get out of their course. Students will always learn something, but good teachers want their students to learn something important or significant, rather than something relatively insignificant.
This leads to a question that is key to the whole teaching enterprise: What are the ways in which learning can be significant? If we have or can develop a language and a conceptual framework for identifying the multiple ways in which learning can be significant, then teachers can decide which of various kinds of significant learning they want to support and promote in a given course or learning experience.
Creating Significant Learning Experiences (Fink) ... - Google Books
by L. Dee Fink, 2003
"What do I hope students will have learned, that will still be there and have value several years after the course is over?" Fink suggests that faculty start with that question and design backward (in Wiggins & McTighe's phrase) from outcomes, through evidence of them, to teaching strategies to achieve that result.
Hybrid Courses: University of Milwaukee
Great single resource on every aspect of "combining face-to-face classroom instruction with online learning." Includes faculty resources, faculty viewpoints, course redesign ideas and tips, and resources for faculty developers and students!
Creating a hybrid college course: Instructional design notes and recommendations for beginners (article)
By Gordon Hensley
This case study briefly explores the steps taken in creating a hybrid college course at Appalachian State University. To solve problems created by limited space, a hybrid course was created. The fifty-student course was created and taught in person several times. The remainder of student interaction was orchestrated online using WebCT. The course content was compiled into four modules consisting of information and presentations. These modules were given to students on CD-ROM. In the end, the class had almost identical pass and drop rates as that of a face-to-face course. The instructor comments on the course and concludes with specific lists of suggestions on course design, interaction/collaboration, technology, assessment, and learner support. The article offers a synopsis, project results, and recommendations for others interested in hybrid learning.
A Baker's Dozen Ideas to Foster Engagement
from the Tomorrow's Professor listserv, this posting summarizes neatly the main sources of research on student success.
The posting below gives some useful ideas on how to increase student engagement both in and out of the classroom. . It is by James L. Cooper, Graduate Education Department, California State University, Dominguez Hills. It first appeared in Exchanges: The Online Journal of Teaching and Learning in the CSU http://www.exchangesjournal.org on December 8, 2006, as an adaption from the keynote address of the 9th Annual California State University (CSU) Symposium on University Teaching, April 1, 2006. ©2006 by James L. Cooper.
IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann
This article originally appeared in print as:
Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever,"
AAHE Bulletin, October, pp. 3-6.
See the bottom of this Web page for updates, a link to a huge collection of ideas for using technology to implement the seven principles, a recorded interview with Chickering and Ehrmann about this history of the seven principles and their relevance to technology use, and our request that you share more such examples of technology use.
Conference | Maryville University
Integrating the Scholarship of Teaching and Learning into the Academic Culture: Crafting a Commitment to Classroom Research
A working conference including presentations of SoTL research, interactive sessions, workshops, and participant-driven discussions
inVISIBLEcollege, CLAAS and other SOTL at University of Wyoming
A number of faculty communities engaged in Scholarship of Teaching and Learning actvities have spawned projects and broadscale initiatives at University of Wyoming.
Faculty Teaching Certificate Program — Minnesota State University, Mankato
This program, known at MSU as the FTCP, is now in the fourth year. Faculty who register are placed in small communities of between 6-10 from various disciplines based entirely on when they are available to attend. Sessions are held, on average, once each month, for a total of 90 minutes each session. Topics include course design and redesign, active learning strategies for the classroom, and teaching with technology. Each participant also is assigned a peer faculty consultant who observes one course and talks to students in the course, ultimately sharing information gained in the process (this is totally confidential). Each participant also completes some kind of project in an attempt to further aid student learning.
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