CTL Happenings - Message #318

Held to honor and celebrate the successes of the 2015 Curriculum Enhancement Grant (CEG) awardees, the 2016 CEG Symposium will feature a keynote address by Jay Howard, Dean, College of Liberal Arts and Sciences and Professor of Psychology, Butler University  entitled Why Won't They Talk?  Using Discussion to Facilitate Learning. 

The keynote address will be followed by a presentation on Reflecting on Your Teaching in a Scholarly Way, facilitated by FACET IUPUI campus liaisons Lisa Contino, Senior Lecturer, Department of Psychology, School of Science, and Laura Romito, Clinical Associate Professor, Department of Biomedical and Applied Sciences, School of Dentistry.

Poster presentations by 2015 CEG recipients and a reception will wrap up the symposium.

The purpose of the CEG initiative is to provide faculty with support, time, and resources to implement projects designed to improve student learning and success. The 2017 CEG Request for Proposals will be available at the symposium. For more information on the CEG initiative and the 2015 awardees and their projects, go to http://ctl.iupui.edu/programs/CEG.

The IUPUI Center for Teaching and Learning seeks proposals from faculty teaching at universities across Indiana for the 2017 E.C. Moore Symposium on Excellence in Teaching. The symposium brings the Indiana higher education community together to examine teaching excellence and the instructional strategies employed in various disciplines to encourage student learning. Proposals should address one of the following: efforts to improve student learning and engagement, evidence-based practices in teaching, the scholarship of teaching and learning, the innovative use of instructional technology, and initiatives that promote excellence in teaching. Proposals that have application to other disciplines are strongly encouraged. The 2017 E.C. Moore Symposium will be held at the IUPUI Campus Center on Friday, March 3, 2017. 

Proposals will be accepted through 11:59 p.m. on Sunday, November 6, 2016.

For more information, and to submit a proposal, please visit ecmoore.iupui.edu.

Metacognition refers to how learners think about and monitor their own knowledge, a process which has been shown to improve students’ learning. Metacognitive skills involve assessing the demands of a task, evaluating one’s own knowledge and skills, planning an approach, monitoring one’s progress, and adjusting strategies as needed to complete the task. Participants will learn how to blend metacognitive skill instruction with content instruction by using strategies such as instructor modeling of reflection, student self-reflection, visual organizers, formative assessments, and more.

A teaching philosophy is a self-reflective expression of a faculty member’s beliefs and experiences that have shaped his or her values and teaching and learning strategies. By contrast, a teaching statement makes the case that the writer has achieved excellence in his or her teaching. The statement explains how the writer’s teaching philosophy has been put into practice, providing specific evidence to demonstrate successful student learning. Both of these documents are often used as part of a job application, a promotion and tenure dossier, a teaching award nomination, and even course syllabi. In this two-hour workshop, participants will explore and begin to answer the fundamental questions that inform both a teaching philosophy and a teaching statement. Participants will begin to identify discipline-appropriate benchmarks for excellence in teaching as well as evidence that they have met these benchmarks in their own teaching. Participants will leave with a body of text that they can then develop into a full teaching philosophy or statement.

Slide show presentations such as ones prepared in PowerPoint are ubiquitous but not always supportive of learning. In this session, participants will discover evidence-supported slide show presentation techniques that will encourage learning and promote engagement. To make the most of this session, participants should have proficiency with PowerPoint, Keynote or similar slide show authoring tools.

Critical reflection on teaching and learning is a process that can lead to many positive outcomes for both novice and experienced educators. It is a way to improve our teaching practices by questioning assumptions, observing our practices, acting upon our observations, and evaluating the consequences of our actions. Engaging in critical reflection can also serve as a catalyst for the design of scholarly activities that contribute to the academic community and strengthen the dossiers of faculty seeking promotion and/or tenure.

Participants in this workshop will explore the process of critical reflection, including its essential elements and implications for teaching practice and student learning. To this end, participants will identify a teaching activity that they are currently engaged in that would be a suitable context in which to engage in critical reflection and the informed actions that follow.

For whom is this workshop appropriate? Faculty of all ranks. Anyone who teaches – staff, advisors, adjuncts, lecturers, tenure-track faculty. Anyone interested in growth and development as an instructor. Anyone who would like to connect reflection to scholarly activities. Anyone who wants to be part of a community of reflective colleagues. Whether you rarely reflect on your teaching practices or often do, this is a workshop for you.

Participants will also learn more about how they can apply to become a member of a Faculty Learning Community on the Role of Reflection in the Scholarship of Teaching and Learning (SoTL), to begin in spring 2017.

This event is co-sponsored by the Faculty Academy on Excellence in Teaching (FACET) and the Center for Teaching and Learning (CTL).

This session introduces faculty and graduate students to best practices of documenting one’s teaching. Participants will examine different approaches to capture evidence of teaching and learning, and to make the case for teaching achievements. Participants will consider how to shape their evolution as teachers through the use of student course evaluations, peer reviews of teaching, and other means of measuring student learning.

A teaching philosophy presents a faculty member’s reflection on the experiences and beliefs that shape his or her teaching and learning strategies. Often used as part of a job application, a promotion and tenure dossier, a teaching award nomination, or course syllabi, a teaching philosophy captures and documents a teacher’s values and aspirations in teaching. This webinar will review one model for structuring a teaching philosophy and will also examine some example philosophies. Webinar participants will take the first steps in articulating their teaching philosophy; those who have already begun to craft a philosophy will have an opportunity to continue that work.

IUPUI and Indiana University, Bloomington have recently joined the Center for Integration of Research, Teaching, and Learning (CIRTL), a network of 46 universities dedicated to the advancement of undergraduate education in STEM and other disciplines through the professional development of future faculty. CIRTL accomplishes this ad­vancement through the core ideas of Teaching-as-Research, Learning Communities, and Learning Through Diversity. CIRTL at IUPUI is a learning community of graduate students and postdocs who discuss and develop reflective and evidence-based teaching approaches that leverage student diversity and shared learning experiences. Graduate students can earn CIRTL Associate, CIRTL Practitioner, and CIRTL Scholar certifications through a free, self-enrolling, self-paced badging program in Canvas that will be available in October 2016. Students can use these badges on their CVs and in online career networking tools to showcase for prospective employers their CIRTL accomplishments. Jointly led by the IUPUI Graduate Office, the Center for Teaching and Learning, and the Office of Vice Chancellor for Research, CIRTL at IUPUI invites graduate students and postdocs to take advantage of a wide variety of local and cross-network CIRTL online programming. Click here to sign-up for the CIRTL mailing list.

Upcoming Programming:

• Introduction to Evidence-Based STEM Teaching MOOC and the MOOC-Centered Learning Community: The IUPUI Center for Teaching and Learning (CTL) will host a MOOC-Centered Learning Community (MCLC) for the CIRTL MOOC on Introduction to Evidence-Based Teaching in STEM. This MCLC is open to all graduate students and postdoctoral scholars in STEM disciplines and health sciences. Participants in this MCLC are required to be enrolled in the MOOC. MCLC participants will engage in in-person discussions on the various STEM teaching and learning topics, successes and challenges faced in their STEM teaching contexts, and review MOOC activities and peer-graded assessments as a group. The MCLC will meet on September 30th, October 14th, 28th, and November 4th from 2 - 3 p.m. in the Center for Teaching and Learning. Participants are encouraged to attend all the sessions to make this learning community experience most beneficial. Click here to register to become a member of the MCLC.
• CIRTL Courses, Workshops, and CITRLcasts

  Note: You do not need to be enrolled in the Canvas course to start participating in CIRTL local and cross-network programming.

Learn how to use Canvas, IU's new Learning Management System, at your own pace or in a guided tutorial. The Center for Teaching and Learning, along with IT Training, offers a wide variety of workshops and webinars to help faculty set up Canvas sites for summer and fall semesters.

Upcoming workshops:

• Canvas:  First Look (September 29)
• Canvas:  Assignments and Grading (September 30)
• Canvas:  Pages: Content in Context (October 3)
• Canvas:  Building and Organizing Content with Modules (October 4)

Oncourse to Canvas Migration Support

If you have been teaching in Oncourse and are ready to make the move to Canvas, here are some resources you may find helpful:

• Read Using the Canvas Migration Tool Knowledge Base
• Request a consultation with a Consultant
• Request a Canvas Workshop for your school, department or program
  
  

Nominations for IUPUI and IU Teaching Awards due October 14, 2016

Nominations for IUPUI’s Chancellor’s Award for Excellence in Teaching and Chancellor’s Award for Excellence in Multicultural Teaching are due by 5 p.m. on October 14, 2016. Click here for more information about these awards.

Nominations for Indiana University Distinguished Teaching Awards, including the Lieber, President’s, Bowman, and Part-time teaching awards are due October 14, 2016. Click here for more information about these awards.

More than half of US colleges and universities have adopted ePortfolios to enhance teaching and learning, foster student personal and career development, and support assessment of student learning At IUPUI, ePortfolio use has more than doubled in the last four years. In a forthcoming book, George Kuh will recognize ePortfolios as an 11th High-Impact Practice (HIP)--the first new HIP to be added since he published the original list of 10 in 2008.

The 2016 IUPUI ePortfolio Symposium will focus on new experience with the benefits of ePortfolios locally and nationally. Keynote speaker Dr. Daniel Terry, Director of ePortfolio at Texas Christian University, will discuss Naming the Why of ePortfolio Work: Implicating Students in Their Own Learning.   Dr. Catherine Buyarski, Associate Dean of University College, will describe the model of student development underlying IUPUI's Electronic Personal Development Plan (EPDP) as increasing numbers of students create EPDPs in the First-Year Seminar and beyond Other IUPUI faculty presenters will report on new graduate and undergraduate ePortfolio projects in schools across the campus, and several award-winning students will discuss their experiences in creating ePortfolios.  Click here to register.

Get Published, Write Winning Proposals and Produce Effective Presentations: A Workshop Series for International Faculty and Scholars

Organized by Internationally Renowned Applied Linguist Dr. Ulla Connor

Workshops include:

• Communication Skills for Oral Presentations (October 21, 2016, 9 am – 4 pm & March 10, 2017, 9 am – 4 pm)
• Scientific Grant Proposal Writing (October 28, 2016, 9 am – 4 pm & February 17, 2017, 9 am – 4 pm)
• Academic Writing for Publication in English (January 27, 2017, 9 am - 4 pm)

Workshop Descriptions:

All of the workshops are designed to assist international faculty, researchers and graduate students to improve their oral, written and intercultural communication strategies and to provide engaging, hands-on learning activities. For registration dates and more information, please visit https://liberalarts.iupui.edu/icic/pages/workshops/. For questions, feel free to contact Ulla Connor at 317-278-2441 or by email at uconnor@iupui.edu. Register early, space is limited.

Presented by:
International Center for Intercultural Communication (ICIC)

Sponsored by:
The Office of the Vice Chancellor for Research
The Center for Teaching and Learning
The Clinical and Translational Sciences Institute (CTSI)

The Office of Online Education, in collaboration with the Office of Collaborative Programs and eLearning Design and Services, is hosting an inaugural statewide IU Online Conference, November 11, 2016 on the IUPUI campus.  

In preparation for the conference, the Office of Online Education is seeking proposals from IU faculty and staff from across the state who are innovators and collaborators in the online space. These proposals will focus on supporting IU's mission of delivering high-quality, highly engaging, online courses and programs to IU students around the globe.

The Office of Online Education will consider proposals for 45-minute presentations that address empirical research, showcase best practices, and/or describe lessons learned related to online courses or programs. Proposals are due Sunday, September 25, 2016 by 11:59 p.m. For additional information, or to submit a proposal, visit the conference proposal page at https://teachingonline.iu.edu/events/conference2016.

The Mack Fellows’ work is at the very core of the mission of Indiana University’s Mack Center for Inquiry on Teaching and Learning. Each year a group of fellows is selected from the full-time faculty (tenured, holding tenurable appointments, Lecturers, Librarians with Faculty rank) of IU campuses to advance the scholarship of teaching and learning (SoTL).  

Each applicant must propose an ambitious yet attainable SoTL research project that is innovative, well grounded in the emerging body of knowledge about SoTL, and has a projected important effect on the home campus, IU, SoTL and/or on scholarly teaching across the academy.  Applications are due by October 1, 2016. For additional information, visit:  https://facet.iu.edu/news-events/_news/20160603-mack-fellows-call.html.

Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.  http://onlinelibrary.wiley.com/doi/10.1002/tea.20439/full