CTL Happenings - Message #456

Whether you have previously taught a hybrid class, are currently teaching one, or plan to teach one in the future, you are welcome to apply to participate in the Teaching and Learning in Hybrid Courses Faculty Learning Community during the 2019-2020 academic year. The FLC will meet one Friday a month beginning in September and running through the following April.

Applications are due Sunday, June 16, 2019. For more information about the FLC and to apply, visit http://go.iu.edu/2aEY. 

Want to create or redesign a learning space for your students?  Bring your ideas to this information session to find out how you can get funding to make it happen!   Attend the Learning Environments Grant information session, June 17, 2019, 12:30 p.m. - 2:00 p.m., University Library 2115 G.

Friday, June 28, 2019 is the deadline date that requests for design assistance can be submitted to the University Architect's office.  Visit our website now, for more information.

Will you be a new graduate teaching assistant (TA) in fall 2019 and/or spring 2020? Register for the 2019 TA Orientation scheduled for Thursday, August 22, 8:30 a.m. to 1:30 p.m. to learn about the expectations and responsibilities of your new position, and develop strategies to confidently and effectively interact with faculty and undergraduate students. Click here for more information and registration details.

At this event, organized as a number of forum sessions, associate faculty join their colleagues from other departments to brainstorm and explore different strategies to approach commonly encountered teaching issues. The AFTF event will take place on the evening of Wednesday, September 18, 2019 from 4:00 to 8:00 p.m., in the University Library (UL), in and about the offices of the Center for Teaching and Learning (CTL).  Click here for more information and registration details.

Kaltura interactive video quizzes, now part of the Kaltura integration in Canvas, lets you embed multiple choice questions and class feedback polls at any point in a video. Flexible settings mean you can choose whether to allow students to repeat sections, request hints, receive explanations, or skip questions. For instructions, visit the Kaltura knowledge base.

This webinar will help instructors review and revise their course and session learning outcome statements to be effective, meaningful, and measurable and use them to guide instruction and learning. Participants will analyze examples of student learning outcome statements, write their own, and begin to complete a course map that articulates the alignment of their course learning outcome statements with learning activities and assessments. 

The Profiles of Learning for Undergraduate Success, our new institutional undergraduate learning outcomes, have replaced the Principles of Undergraduate Learning (PULs) and Principles of Co-Curricular Learning (PCLs). They are written with an active orientation, using student-facing language, and are applicable to all student-facing units. Administrators of all undergraduate programs, and instructors of general education courses and capstone courses, are expected to be among the first to map their learning outcomes to the profiles.

In this hands-on workshop, facilitators will provide a brief overview of the profiles, share examples of academic and co-curricular programs and courses that already have been mapped, and introduce tools, resources, and processes that participants can use to map their own learning outcomes. Participants are expected to bring copies of or have access to their own learning outcomes during the workshop so they can begin to map their program or course learning outcomes to the profiles. Ample time will be given for participants to engage in discussion and ask questions.

Rubrics make grading consistent and speedy, and increases transparency of assignments to students. Rubrics also make concrete a course’s and assignment’s learning objectives, which helps students become critical thinkers and to assess their own work. In this webinar, participants will learn basic principles to streamline the creation of effective rubrics and will think about ways to use rubric as a foundational element of a teaching and learning practice. Participants will evaluate and discuss the merits of sample rubrics.

This webinar is part of the Center for Teaching and Learning’s online mini-workshop series focused on foundational teaching skills, Teaching@IUPUI. Designed for new faculty, adjunct faculty, graduate students, and those looking for a refresher on good teaching practices, the webinars are short, with a brief presentation interspersed with opportunities for interaction and questions. Grounded in current research, the workshops address various teaching topics and provide participants with strategies and resources to make instruction more effective, efficient, and enjoyable. Sessions are scheduled with the time of semester in mind, to keep topics relevant for faculty needs at that time.

A syllabus is often the first impression that students form of a course, and it serves both faculty and student as a guide to and contract for the semester. A well-designed and personalized syllabus can help faculty set the proper tone while simultaneously helping them avoid having to repeatedly answer basic student questions about expectations, policies, and deadlines. By examining syllabi from various disciplines, this webinar will offer tips and considerations for effective syllabus design, show example syllabi, and include time for questions and discussion.

Diversity and inclusion play an important role in promoting student learning.Today’s college students are increasingly diverse compared to prior generations. Traditional teaching strategies have also been shown to lead to lower academic achievement for underserved students compared to majority students even when differences in GPA and other factors are controlled for.

By considering the diversity of the classroom and implementing equitable teaching strategies, instructors can increase student learning and sense of belonging for all students, not just those who are underserved. In this webinar, participants will learn how to leverage student diversity and incorporate inclusive teaching strategies in their classrooms. Questions and discussion will be encouraged.

The Polis Center at IUPUI is offering a series of free workshops to build data literacy skills and use the SAVI community information system as a resource. SAVI Training is a hands-on curriculum focused on data literacy from end to end.  Workshops are offered every other week.

• Make Decisions with Data| June 6, 9:00 -11:00 a.m. - Register  

• Frame the Problem| June 20, 8:30 -10:30 a.m. - Register

• Finding Existing Data| June 20, 10:30 a.m. - 12:30 p.m. - Register   

• Create and Use Client Data| July 11, 9:00 a.m. - 11:00 a.m. - Register    

The 8th Annual Conference of the Peer-Led Team Learning International Society will be held Thursday - Saturday, June 6 - 8, 2019. This event is hosted by IUPUI STEM Education Innovation and Research Institute (SEIRI).  For more information, click here.

Friday, July 12  | IU South Bend, Education and Arts Building 
Register »

Sign up now for Teach, Play, Learn, Indiana University's academic conference on game-based teaching and learning!

Born from IU's interest in games as effective tools for teaching, the conference goals include:

• Highlighting changing technologies and pedagogies in educational games and playful learning
• Demonstrating benefits of using games in the classroom
• Showcasing practical solutions for creating and using games in education

The conference keynote speaker is Dr. Seann Dikkers, author, education researcher, design consultant, speaker and founder of Dikkers Appraisal, LLC.

When: Friday, July 12, 8:00 a.m.- 4:00 p.m. 

Where: IU South Bend, Education and Arts building

Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1), 7.

Active learning in STEM disciplines has shown to increase student retention and graduation rates, but sometimes student buy-in could be a challenge for implementing these techniques. This article shares research-based strategies to positively influence student responses to active learning in the classroom.