Teaching with Technology Resources

October 16, 2017

CETL Instructional Pedagogy and Technology Series
We invite you to attend the upcoming professional development sessions provided through the CETL Instructional Pedagogy and Technology Series. Each session has been designed to provide a launching pad towards developing new skills for enhancing your teaching and student learning, promoting student success, and leveraging available technology resources able to make your work easier. Session follow-up consultations can be arranged to provide more comprehensive support relevant to your specific professional development goals in the areas of instructional pedagogy and technology. Check out the session details below, mark your calendar, invite a colleague to join you, build your learning network and gain valuable skills for teaching with technology.

Using Digital Content to Enhance Your Teaching and Student Learning
Are you interested in using digital content to enhance your teaching and student learning but you don’t know how to get started? The Teaching with Technology: Lecture Capture session is designed to get you started on the right path for developing digital content for your courses. This session focuses on leveraging the tools and resources available at UW-Superior to quickly develop and distribute lecture content in a digital audio or video format accessible 24/7 by your students.

The session introduces you to available tools and resources for recording lecture content or supplemental instruction, brief demonstrations of the tools will be provided along with a review of additional training materials and quick guides. Tools to be demonstrated and reviewed include using Microsoft Office Mix with PowerPoint, CaptureSpace Lite, and the embedded recording applications in Kaltura “MyMedia” within Learn@UW-Superior.  The next session will on October 19 from noon – 12:50 p.m in the CETL Conference Room – Swenson 2074, led by Del Wright.

Learn@UW-Superior (D2L) Learning Analytics and Grades
As the official Learning Management System (LMS) at UW-S, Learn@UW-Superior (D2L) is an important and readily available teaching and learning tool. It assists instructors in sharing digital content and learning resources, providing timely feedback, tracking grades for students as well as promoting effective learning and engagement. Students show preference and expectations for the instructors to use various D2L tools in their courses.

As shown in the 2017 EDUCAUSE survey of 35,760 students from 110 institutions in the country:

  • 79% Students prefer blended learning environments (these are face-to-face courses with some online components in LMS).
  • 66% Students stated being able to check course progress inside the LMS is one of their primary concerns.
  • 61% students wish their instructors use more early-alert system/resources/tools designed to catch potential academic trouble as soon as possible.

D2L Learning Analytics enable instructors to conveniently track student participation and progress both at individual student and class levels and use that data to support the student learning. As part of the early-alert strategies, the instructors can then decide the appropriate intervention to assure the student success in the course. In addition, the D2L Grades tool allows the instructor to set up a state-of-the-art online gradebook in LMS. The instructor can keep updating the students’ grades and providing timely feedback to each assignment or exam in the Grades tool throughout the semester. Each student can check his/her/xer own grades and progress inside LMS. These D2L tools have great potential to help the instructors better support the student-centered learning. To learn more strategies and best practices of using these tools in your course, please join us in Learn@UW–Superior: Learning Analytics and Grades at noon–12:50 p.m. on Thursday, November 9 in Swenson 2020.  Stacy Leno and Tom Tu will lead this session.

CETL Consultation Services
The Center for Excellence in Teaching and Learning (CETL) provides the campus community with services, resources and support to foster meaningful student learning, quality teaching, and supportive advising within a liberal arts tradition. CETL staff provide the campus members a broad array of services which include consultation services on instructional design/development, technology integration and media production. See more details on how to request these services at: https://www.uwsuper.edu/cetl/about/services.cfm

Posted in CETL Activity | Leave a comment

Open Educational Resources

Greetings to you on Friday, October 13.  While there are many superstitions linked to this day, with them come different perspectives of the world and the opportunity to learn about cultural beliefs. For example, there may be psychological benefits to the phobia of Friday the 13th (triskaidekaphobia).  For more, see http://news.nationalgeographic.com/2015/11/151113-friday-13-superstition-phobia-triskaidekaphobia-culture/.

This coming week in CETL, we are focusing on Open Educational Resources. Stephanie Warden, UW-S Librarian, will showcase OERs and discuss their use and implementation on Monday, October 16 from noon – 12:50 p.m. in Swenson 2034 (please note the change from the CETL conference room).

What are OERs?  Educause states that OERs are “any resources available at little or no cost that can be used for teaching, learning, or research”. The term can include textbooks, course readings, and other learning content; simulations, games, and other learning applications; syllabi, quizzes, and assessment tools; and virtually any other material that can be used for educational purposes, such as the link above that could be used for a small group discussion of norms and beliefs (7 Things You Should Know about Open Educational Resources, 2010).

We know that textbook costs are high and continuing to rise. While students have the option of renting e-books, costs can be prohibitive. OERs are a way to supplement texts and embed them in courses, thus creating learning opportunities (readings, viewing videos, etc.) linked to meaningful assessment. For example, you can track if a student has read materials before taking an exam or participating in a small group discussion. Stephanie has done some great work in connecting instructors with OERs for UW-S courses. Please feel free to come to the session with questions and ideas for how you’d like to use OERs.

Posted in CETL Activity | Leave a comment

Weekly Message – October 3, 2017

October 3, 2017

Education is only a ladder to gather fruit from the tree of knowledge,
not the tree itself. –
Albert Einstein

Our campus theme this month is Yellowjacket Success, appropriate to October as the month sees us reaching the mid-term semester milestone and working with students in advisement. It may be a time that students experience significant stress, both in relation to courses and life events. 

Over 40% of our students qualify for Pell grants, which is related to income.  Even while students receiving funding for attending courses, they may not have the resources available for housing, food, and other aspects of daily living. This is why many of our students work significant hours. 

To help students meet their living needs while also engaging in learning, CETL has opened the Yellowjacket Pantry in collaboration with Student Affairs.  The Pantry is open to any current student who is food insecure. Food insecurity is “the state of being without reliable access to a sufficient quantity of affordable, nutritious food” (Merriam-Webster Dictionary, 2017). Nicole Stodola worked with local food programs over the summer to develop the Pantry, and we hired two student employees, Audrey and Guilia, to assist this fall.

How might we know if a student is food insecure?  A student might indicate this during advisement or when meeting about a class topic or concern.  At CETL, we’re doing a simple assessment –if a student has a YU food plan, then they are not food insecure as those plans allow for regular meals.   If a student does not know where their next meal is coming from and experiences hunger on a regular basis, we are generally defining that as food insecure.  While we know that this is not perfect, it is a starting place.

As you work with students, please send those students who you assess to be food insecure to us. This may be based on what they share about their life situation and/or other aspects that you assess.  The steps in receiving food assistance are:

  1. Refer the student (or walk them over) to the Center of Excellence on Teaching and Learning, Swenson 2076 (our sign is on our door). There is also a sign for the Yellowjacket Pantry.  Any staff can provide assistance.   Our office hours are from 8 a.m. – 4:30 p.m.
  2. The student will be asked to read a brief statement of the Pantry’s purpose and process, then submit a food request form.
  3. The order will be filled within a day as appropriate to the food in stock and the student’s needs. Distribution will be daily (M – F) from 3 – 4:30 p.m. unless otherwise arranged (i.e. the student can arranged to pick the food up during office hours). 

If you have questions, please contact Del Wright or I.  Feel free to stop by and see our new Pantry! You can walk through the process to see what it is like and help refine our process.

If you would like to donate to the Pantry

We are in need of non-perishable food items and personal care products and would greatly appreciate your help stocking the Pantry. Ramen noodles, pasta, pasta sauce, canned veggies and fruits, and canned soup is what is needed, along with basic hygiene items (shampoo, deodorant, toothbrushes, etc).  Donations can be brought to the CETL Suite, Swenson Hall 2076, M-F, 8-4:30 p.m.  Please – no expired products.  

If you’re like me and grocery shopping is a challenge, feel free to provide financial support.  Checks with a donation can be made out to the UW – Superior Foundation, with “food shelf” in the memo or you can go directly to the Foundation website at https://www.uwsuper.edu/give2uws/giving/index.cfm.

Events this week

  • Supporting Growth in Non-traditional Students with Monte Stewart and students from the Vets and Non-traditional Student Center on Thursday, October 5 from 11:30 a.m. –  12:50 p.m. in the CETL conference room.  Come hear the perspectives of students and brainstorm ideas to engage strengths and address challenges in learning. 

Events coming up next week

  • Gender Pronouns with Daniela Mansbach on Monday, October 9 from noon – 12:50 p.m. in the CETL conference room. Last winter, Daniela did a fantastic session discussion the Campus Pride index and talking about the concept of gender identity, including pronouns. This fall, we decided to continue this session with foundational and updated information.
  • Global Awareness Community of Practice facilitated by Lynn Goerdt and Jerel Benton on Wednesday, October 11 from noon – 12:50 p.m. in the CETL conference room. This is an open session – new and returning members welcome!
Posted in CETL Activity | Leave a comment

Weekly Message – Growing a Mindset

September 25, 2017

My mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humor, and some style. – Maya Angelou

Hello!  While the weather didn’t feel like it this weekend, I was reminded by the bright colors of the trees that fall is here and we’re moving rapidly into the semester.  It’s the time where we can see growth and the potential for significant change, even though it’s only a month into the semester.

Last week, I was delighted by a surprise visit by a UW – S alumni.   A student in my freshman seminar four years ago, we continued our conversations over the years to learn together about the world and explore new opportunities (including Wisconsin in Scotland).  Now a graduate student in a professional program, this alumni shared how much both curricular and co-curricular activities impacted personal growth. The support from faculty and staff in emerging fully into his own identity, as well as his connections with classmates and now long term friends, are invaluable.

Even as we work with students, how do we envision them as alumni?  In what ways are we encouraging them into new opportunities? The growth mindset is a framework that can be used to encourage students who struggle and may not see themselves as learning new skills or knowledge.

The growth mindset was studied by Dr. Carol Dweck and discussed in her book “Mindset: The New Psychology of Success” (2007).  This mindset supports the belief that people can develop their basic abilities through hard work and dedication. Intelligence and talents are a starting point.

The growth mindset can help us as teachers to encourage development in our students. Feedback is a critical part. As stated in Seven Principles for Good Practice in Undergraduate Education “students need help in assessing existing knowledge and competence…Students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves” (Chickering and Gamson, 1987).  Final scores on an exam or in a game means little if feedback is not provided to help students improve.

Effective feedback is timely and specific.  It provides opportunities to learn what has been done well and areas where improvement is needed.  Dr. Maryellen Weimer, provides ideas at http://www.facultyfocus.com/articles/teaching-professor-blog/giving-students-more-effective-feedback/. As you consider feedback you’re providing to students, her ideas can increase your impact and effectiveness in supporting students in their growth. In addition, how we talk with our students about improvement is important. Seehttps://www.mindsetworks.com/websitemedia/resources/growth-mindset-feedback-tool.pdffor ideas on statements that encourage learning.

Upcoming events THIS WEEK!

  • The Well-being Community of Practice meets this Wednesday, September 27 from noon – 12:50 p.m. Our first meeting’s topic is Mind full or Mindful.Mindfulness is maintaining a moment-by-moment awareness of our thoughts, emotions, bodily sensations, and surrounding environment. Come learn how to experience a variety of mindfulness research-backed impacts, including reduction in stress, improvements in job satisfaction, emotional regulation, and focus. Randy Barker and Mimi Rappley-Larson will facilitate our learning and conversation.
  • Lecture Capture is this Thursday, September 28 in Swenson Hall 2005 from noon – 12:50 p.m.. Lecture capture is a broad term that covers most any technology that allows instructors to record lecture course content in a classroom, studio, office or even using portable devices. The recorded lectures then can be made available digitally to students in a variety of formats to facilitate enhanced teaching and student learning opportunities that can happen outside the classroom. If you are considering using lecture capture to develop digital media for the development of a flipped classroom (course modules), supplemental instruction, hybrid courses, online courses or just to augment your in-class lectures this CETL Teaching with Technology Session on Lecture Capture is for you. Topics include: Using Office Mix, Kaltura CaptureSpace and managing video content within Learn@UW-Superior.

  • Faculty and staff interested in advancing undergraduate research, scholarly, and creative activity (URSCA) both in the classroom and beyond are invited to attend the first meeting of the URSCA Peer Network this Thursday, September 28 from noon – 12:50 p.m. in the CETL conference room. (This is the correct time – last week I goofed and put down 11:30 – 12:30.) This meeting will focus on sharing experiences and challenges, and participants will provide input to develop a list of topics for future meetings. Whether you are an experienced mentor or looking for tools and resources to get started, the Peer Network will have something to offer. For more information, please contact co-facilitators Julie O’Leary and Cheong Soon Gan.  Please note: We needed to make some changes in the October and November meetings.  The network will now meet on October 24 and November 16 (rather than October 16 and November 20).

 

Coming up next week:

Supporting Growth in Non-traditional Students with Monte Stewart and students from the Vets and Non-traditional Student Center is on Thursday, October 5 from 11:30 a.m. –  12:50 p.m.  Come hear the perspectives of students and brainstorm ideas to address challenges in learning.

 

Please note that the Green Zone training on 9/27 has been postponed until November 7.

Posted in CETL Activity | Leave a comment

CETL Weekly – Inclusive Practices

September 18, 2017

I believe that to make genuine strides towards increased inclusion you must find partners.  None of us can do this work on our own. – Lisa Friedman

Hello.  For many years, I’ve looked forward to the mindset list from Beloit College. This list identifies common experiences for students entering their freshman year and graduating in 2021 (see https://www.beloit.edu/mindset/). Certainly, it’s an eye-opener and each year I seem to be a little farther distant from the “reality” of these traditional-aged students.  At different conferences, I’ve heard this list used as a common foundation to understanding students. Yet the list leaves out a lot – the unique perspectives students bring, based on their lived experiences in their families, communities, and larger societies.

Related to our Yellowjacket theme this month, Jumpstart, is the concept of inclusion. How do we understand and value the perspectives of each student on/in our campus (both face-to-face and online). Building community is an early part.  Earlier this month, I shared ideas about learning about students and promoting engagement, including aspects of collaborative learning.

Inclusion comes through thoughtful, deliberate conversations with ourselves and one another about course content, messages, intention, and other aspects. Moore, Brantmeier, and Broscheid completed scholarship of teaching and learning research to help instructors examine their courses.  In their research, three themes or areas emerged: inclusion and course content, text (i.e. frame and tone), and sub-text (i.e. implied assumptions). Ideas for each are shared at https://www.facultyfocus.com/articles/course-design-ideas/inclusion-by-design-tool-helps-faculty-examine-teaching-practices/ andhttps://drive.google.com/file/d/0B0ulz5eHbyjYdmY0eF9ablRRcHM/view. While their research focuses on syllabi, it can be applied to marketing materials and handbooks as well.

  • This Thursday (9/21) from 11:30 a.m. – 12:50 p.m., Jerel Benton, Director of Diversity, Equity, and Inclusivity will help us consider concrete strategies for inclusion in “Facilitating an Inclusive Classroom”. He will share ideas on course content and how to utilize multiple perspectives; ways in which to broaden our perspectives on students and check assumptions; and foster conversation about next steps. We’ll be using Zoom in this session!  If you are off-campus, consider joining us via this web-conferencing technology. Light refreshments will be served.

Here’s our unabashed marketing for Zoom – we love using it in CETL: The CETL in collaboration with Technology Services has configured a media cart ready for Zoom with all needed equipment. The cart is capable of serving a variety of media communication needs including Zoom web-conferencing, web-casting, and even lecture capture. The cart is stationed in the CETL Office Suites and can be set up to be used in the CETL conference room with several different configurations depending on your intended use and the size of the group participating.

  • For more information, please contact Del Wright in CETL OR attend Del’s session on Lecture Capture next Thursday (9/28) from noon – 12:50 p.m. in Swenson 2005.

Coming up next week:
We have two collaborative learning groups meeting the week of September 25.

  • The Well-being Community of Practice meets Wednesday, September 27 from noon – 12:50 p.m. Our first meeting’s topic is Mind full or Mindful. Mindfulness is maintaining a moment-by-moment awareness of our thoughts, emotions, bodily sensations, and surrounding environment. Come learn how to experience a variety of mindfulness research-backed impacts, including reduction in stress, improvements in job satisfaction, emotional regulation, and focus. Randy Barker and Mimi Rappley-Larson will facilitate our learning and conversation.
  • Faculty and staff interested in advancing undergraduate research, scholarly, and creative activity (URSCA) both in the classroom and beyond are invited to attend the first meeting of the URSCA Peer Network on Thursday, September 28 from 11:30 a.m. – 12:30 p.m. in the CETL conference room. This meeting will focus on sharing experiences and challenges, and participants will provide input to develop a list of topics for future meetings. Whether you are an experienced mentor or looking for tools and resources to get started, the Peer Network will have something to offer. For more information, please contact co-facilitators Julie O’Leary and Cheong Soon Gan.

Please note that the Green Zone training on 9/27 has been postponed until November 7.

Posted in CETL Activity | Leave a comment

CETL Weekly Update – Collaborative Learning

September 11, 2017

Alone we are smart. Together we are brilliant.  ~ Steven Anderson, Educator

Collaborative learning can be a critical aspect to higher education, both for students and staff. As we learn together, we experience changes in perspective and understanding that learning alone cannot bring us.

Collaborative learning is much more than group work.  It requires interdependence and mutual accountability between group members as they seek to solve problems, engage in challenging tasks and meet group goals (Scager, Boonstra, Petters, Vulperhorst & Wiegan, 2016; available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132366/).   Meaningful interactions with peers are known to increase critical thinking and cognitive restructuring.

Technology can help build collaborations, between educators and students and within peer networks.  Shared lockers and discussion boards can promote ease of communication in groups and grades (including assignments with feedback) can help students assess their own progress and determine needed steps and support.

  • This Tuesday, September 11, Stacy Leno, Learn@UW-Superior process consultant and Tom Tu, instructional designer will facilitate a session on Learn@UW-Superior (also known as D2L) from noon  – 12:50 p.m. in Swenson 2020. This Best Practices session will be an overview of the Content, Dropbox, and Grades tools. They will show how to find the tools, some best practices for getting started, and discuss why using these tools are beneficial for both instructors and students. Due to the limited time, this session will be more informational than hands-on.  If you would like to attend a more hands-on training, watch for our 4 hour sessions in August and January.

Our communities of practice and peer network bring opportunities to create new relationships with colleagues in the goal of learning together and facing challenging experiences and/or situations. While these groups don’t include the more formal structure of collaborative groups in the classroom, they do encourage promotive interaction (i.e. encouragement of one another and support to achieve goals).

  • Our first community of practice meets this week with the Global Awareness and Inclusivity group, facilitated by Jerel Benton, Director of Equity, Diversity and Inclusion and Lynn Amerman Goerdt, social work faculty and Global Awareness Coordinator.  The group will meet Wednesday, September 13 (2nd Wednesday of the month) from noon – 12:50 p.m. in the CETL conference room (Swenson 2074); light refreshments will be provided. The goal of this first session is to welcome one another and develop the agenda for fall.
  • Our next community of practice, Well-being: Research and Practice, meets on Wednesday, September 27 (4th Wednesday of the month) from noon – 12:50 p.m. in the CETL conference room (Swenson 2074); light refreshments will be provided. Facilitated by Randy Barker, counselor at the Student Health and Counseling Center and Mimi Rappley-Larson, social work faculty,  the first meeting’s topic is Mind full or Mindful. Mindfulness is maintaining a moment-by-moment awareness of our thoughts, emotions, bodily sensations, and surrounding environment. Come learn how to experience a variety of mindfulness research-backed impacts, including reduction in stress, improvements in job satisfaction, emotional regulation, and focus.
  • In collaboration with Undergraduate Research, Scholarship and Creative Activity High Impact Practice, we’re launching the URSCA Peer Network.  Facilitated by Cheong-Soon Gan, history faculty and Julie O’Leary, URSCA coordinator, this network will focus on building our campus capacity for URSCA as group members support one another in their endeavors and skill development. The first meeting is on Thursday, September 28 from noon – 12:50 p.m. in in the CETL conference room (Swenson 2074); light refreshments will be provided.

If you have any questions about the above communities of practice, please feel free to contact one of the facilitators.  CETL emails throughout the semester will share information about the group and their work.

Posted in CETL Activity | Leave a comment

CETL Weekly Updates – Jumpstart!

September 5, 2017
Success is no accident. It is hard work, perseverance, learning, studying, sacrifice and most of all, love of what you are doing or learning to do.   ~ Pele

I believe that this is one of the best weeks of the year – the return of students to campus for the semester.  All the planning for the semester mixes with excitement and anxiety as to what will come.  From reflections by colleagues and students, it seems this is true whether we’re returning for the umpteenth semester or starting for the first time.  Our campus theme this month is Jumpstart!

For many of our students, campus life (the constellation of courses, co-curricular activities, living with others in res halls and apartments) can have quite an impact. The W-curve helps frame the trajectory for these experiences. Developed by Gullahorn and Gullahorn in the 1960s and expanded over the years, the W-curve includes stages when experiencing culture shock. “Culture shock” as defined by Merriam Webster (2017) is “a sense of confusion and uncertainty sometimes with feelings of anxiety that may affect people exposed to an alien culture or environment without adequate preparation”. International students,those who are first generation college students (nearly half of our students), and students from many other backgrounds can be affected by this phenomenon. While the W-curve does not fit all, it is a common model used in the United States to understand students’ college experiences. (See more at https://www.uwsuper.edu/fye/parents/upload/The-W-Curve-for-Parents.pdf).

The first stages of the W-curve are excitement and hope.  Students begin the semester with anticipation for what is to come. As the semester sets in with homework, studying, work and co-curricular responsibilities, students may begin to doubt that they belong and can effectively face the challenges in front of them. Homesickness can exacerbate things. You likely have seen this  – the student who was active in the first week or two of classes now seems to have disappeared or is unengaged.

We know that connecting with students during this time is most critical. If they receive support and encouragement, they can persist, helping them adjust and adapt to the new environment.  Obviously, over time this can lead to growth and success in all areas – academic, personal and professional. Strategies we’ve seen reflected on our campus inside and outside the classroom and discussed in the literature are:

1.       Promote the student-instructor connection.  Use activities that promote rapport between you and the student.  Significant research shows that one of the strongest predictors of student success is the relationship with faculty/instructors.

2.       Enhance students’ self-belief. Help students see that there is not a “college gene”; it’s not something you can just do (the fixed mindset) – it takes hard work and determination (this is the growth mindset). An assignment during the first week of class that provides an opportunity for students try new skills and receive meaningful feedback from you, is just one idea of how to do this. For ideas on what to say to promote self-belief, see the growth mindset feedback tool at http://www.mindsetworks.com/FileCenter/MM3J5IO126930FPPC4TD.pdf.

3.       Create learning experiences that are active and collaborative.  Active learning in groups can promote shared experiences and the ability to struggle and succeed together. Active learning stretches their skills and abilities and promotes healthy brain development.

These are three ideas; there are many more.  Explore https://www.facultyfocus.com/articles/effective-teaching-strategies/10-ways-to-promote-student-engagement/ for additional strategies and background information.

We know that there are many great strategies happening on our campus, inside and outside classrooms.  We would love to hear your ideas!  Please subscribe to the CETL blog and leave a reply in the “Share Your Strategies” area.

Last week, I shared the activities that the Center for Excellence in Teaching and Learning has planned for this semester.

Our events calendar with information on our Communities of Practice and new initiatives

Travel grant application (for travel to conferences related to teaching and learning), which is due on Monday, October 2.

Posted in CETL Activity | Leave a comment