CTL Happenings - Message #524

Speed Dating with Learning Technologies exposes you to a range of technology tools and services within a short period of time. Each “speed date” takes about nine minutes. Featured technologies include active learning in Zoom, digital whiteboarding, Top Hat, IU eTexts, 3D printing, virtual reality, and many more. Join us on Friday, October 15, 10:30 a.m. to 12:00 p.m., via Zoom. Learn more about this event or to register.

The IUPUI Center for Teaching and Learning seeks proposals from instructors teaching at higher education institutions across Indiana for the 2022 E.C. Moore Symposium on Excellence in Teaching. A key component of the symposium is the communication and sharing of new ideas in teaching and learning. We invite proposals for three types of sessions — interactive, micro-presentations, and TED-like talks — addressing your latest endeavors in teaching. The 2022 E.C. Moore Symposium will be held on Friday, March 4 on Zoom.

Henning, J. A., Ballen, C. J., Molina, S. A., & Cotner, S. (2019, November). Hidden identities shape student perceptions of active learning environments. Frontiers in Education (Vol. 4, p. 129). Frontiers.

In addition to promoting deeper learning, active learning strategies can also promote inclusion and equity. However, the social aspects of active learning, such as group work, may negatively impact students with stigmatized identities. This article demonstrates that students with various identities, including those who are politically conservative, commute to campus, and identify as queer, report lower inclusion in group work. The authors also discuss implications for structuring group work.

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. This webinar is the 1st webinar in a 3-webinar series designed to introduce faculty and graduate students to the process of creating, refining and documenting one’s teaching practices.

Teaching and learning during the pandemic poses unprecedented challenges, including the possibility for disruptions—whether you are teaching in-person, synchronously on Zoom, or completely asynchronously online. This webinar will present various scenarios of disruptions and recommendations to prevent and manage them in different teaching modes.

Documenting a teaching practice becomes much easier if the faculty member can situate the teaching practice amidst best practices, identifying when and how student learning occurs, and identify the kinds of evidence needed to document and measure student learning outcomes. This webinar helps faculty describe learning events for two major categories of student learning experiences. Webinar participants will take first steps to articulating a sequence of learning events for particular assignments. Afterward, faculty members may work with CTL consultants to continue planning efforts to document teaching practices. This webinar is the 2nd webinar in a 3-webinar series designed to introduce faculty and graduate students to the process of creating, refining and documenting one’s teaching practices.

Good assessment practices include checking students’ learning on a regular basis during the learning experience. They provide faculty with feedback on what, how much, and how well their students are learning. Instructors can use this feedback to modify their teaching to improve student learning. It helps students reflect on their learning and identify gaps in their knowledge. In this webinar, participants will learn the difference between formative and summative assessment as well as how to implement formative assessment techniques in different teaching contexts and disciplines. Questions and discussion will be encouraged.

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.

The ATLT Symposium brings the higher education community together to examine and showcase both existing and emerging instructional technologies and their pedagogical application across a variety of disciplines. Our theme this year is about our experiences teaching and learning with technology in a pandemic and how learning from these experiences can help both instructors and students going forward.

Our keynote features Dr. Thomas Tobin of the University of Wisconsin - Madison who will be sharing three low-effort, high-impact teaching strategies to improve our post-pandemic classes. Dr. Tobin will also be available for an open Q&A session after the keynote. Learn more at the ATLT website.

Each semester, the Faculty Forum offers writing groups that provide encouragement, accountability, and a sense of community for faculty and staff. This fall, there will be two weekly online groups. In the first 30 minutes, participants will discuss a writing-related topic and share specific writing goals.  The remaining 90 minutes will be spent quietly writing. There are two online options: Tuesdays from 10:00 a.m.- 12:00 p.m., and Wednesdays from 10:00 a.m. - 12:00 p.m. Membership is open to IUPUI, IUPUC, and IU Fort Wayne faculty and staff of all ranks, appointments, and schools/centers. Sign up for one day or both days.

This session will walk faculty through the digital teaching repository submission process and illustrate the value of the repository for faculty and teaching staff in all ranks and appointments. Emphasis in this session will be on the kinds of products that are often generated through community engaged and civic teaching practices.  The session will highlight faculty who have published repository artifacts. Facilitators will be available for Q/A.

• Interested in digital literacy? Attend the Digital Gardner Summit, Oct.1, Hine Hall, 10:00 a.m. - 4:00 p.m.
• IU Southeast Adjunct Faculty Scholars Conference Call for Proposals due November 15, 2021.
• ePortfolio Studio: The peer-run space where students can get help creating their portfolios is now open.
• Academy of Teaching Scholars: An Introduction to Qualitative Methods in Education Research
• Upcoming SAVI Data Literacy Skills Training
  • Module 1A: Frame the Problem - September 30
  • Module 2A: Find Existing Data - October 14