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Blackboard Jungle 7 kicked off this week with a keynote by Charlayne Hunter-Gault on Monday and continues this Friday, March 28th, with a day of workshops and presentations. (See schedule)
In support of Blackboard Jungle, the CTL is offering two workshops in collaboration with Writing in the Disciplines. They’ll take place on April 4th from 9:30am -12:45pm at CTL in room 303 Bailey Howe. Follow the links below to register for one or both of the workshops.
–April 4, 2014, Bailey/Howe 303
Bridging the Gaps: Creating More Inclusive Teaching Environments
9:30 a.m. – 11:00 a.m.
This workshop will cover techniques and strategies on how to create more inclusive physical and virtual teaching environments.
Facilitators: Henrietta “Henrie” Paz-Amor and Holly Buckland Parker
» REGISTER HERE
11:15 a.m. – 12:45 p.m.
This second part will focus on development of curricula for face-to-face and online courses using the principles of Universal Design for Learning with the goal of making learning accessible for ALL students.
Facilitators: Holly Buckland Parker and Susanmarie Harrington
» REGISTER HERE
If you’re interested in teaching a hybrid course, the chance to apply for training and support from the Hybrid Course Initiative will be available for just a few more days. The applications to be part of the next cohort (starting in Fall 2014) will close on Monday, March 31st, end of day. This cohort will be developing courses to be taught in either the Spring or Fall 2015.
» Read an article about Anthropology Professor Emily Manetta’s experience going through the program and teaching a hybrid course.
Read (or rather, view), on Slate.com, one faculty person’s evolving position about teaching with this tool and allowing students to present their work with it.
UVM’s Hybrid Course Initiative, conducted by the CTL, is now into the second implementation phase. There are currently three cohorts of faculty who are either teaching or in the process of designing/redesigning hybrid courses. By the end of this second phase of the initiative, we’ll have assisted in launching nearly 30 hybrid courses! (Learn about hybrid teaching and about the UVM initiative, here.)
We’re currently welcoming applications for the next faculty cohort that begins meeting in August ‘14. Participants in this cohort will be eligible for a support package that includes a laptop, a grant to aid in the development of their course, and support from the CTL staff. **APPLICATION DIRECTIONS** and more detailed information about support packages for each phase of the initiative can be found on the Hybrid Course Initiative page. Applications are due by March 31st.
If you’re interested and want to learn more, we’ll be holding an informational session, “What ’s the Hype About Hybrid?,” on Thursday, March 20th. (Read more and register for this session, here.)
2014 dates to keep in mind:
- March 20th – Information Session: “What ’s the Hype About Hybrid?”
- March 31st – Applications due for the Fall ’14 faculty cohort (info here)
- April 15th – Applicants notified of acceptance by end of day
- Welcome and informational luncheon in late-April
- Cohort meetings begin in August
If you can’t make it to the March informational session, feel free to email the co-directors of the program: Jennifer Dickinson (email@example.com) or Henrie Paz-Amor (firstname.lastname@example.org) to set up some time to talk about your interest in the program.
Do you sometimes feel like you are trying your best to teach to all the students in your classroom, but something isn’t working because, on the midterm exam, half the class gets below a 70? How could this be? In fact, traditional post-secondary teaching methods such as lectures and multiple-choice tests are good learning tools for only a small percentage of today’s college students. A research-based framework for course design called, Universal Design for Learning (UDL) can help.
What is UDL?
UDL is an extension of a movement in architecture called Universal Design, conceived of by Ron Mace at North Carolina State University. The theories specific to UDL are based on research in the neuroscience of learning. David Rose and Anne Meyer (2002), first coined the term “Universal Design for Learning” in the book “Teaching Every Student in the Digital Age.” (Available to read online at the CAST website, http://www.cast.org/teachingeverystudent/ideas/tes/.)
Rose and Meyer (2002), developed guidelines based on three neural networks: the recognition network, the strategic network, and the affective network. Each of these networks work together to help the whole brain learn. A person’s brain is as unique as a fingerprint in the way it learns and builds its own learning schema, according to David Rose. However, certain regions of the brain are activated when doing similar kinds of learning tasks. This means a faculty member can use the knowledge of how the brain learns, and the framework of the UDL principles and checkpoints, to create learning opportunities in the classroom that work for all learners.
The UDL principles on each brain network are:
- Recognition Network: Principle One – Provide Multiple Means of Representation
A couple of examples:
- Create a concept map of the class that spans the semester
- Use images, maps, graphs, videos and other visuals to help present a difficult concept to students
- Strategic Network: Principle Two – Provide Multiple Means of Expression
A couple of examples:
- Give students options for the kinds of homework assignments or projects they can submit
- Provide multiple ways of engaging with each other in the class
- Affective Network: Principle Three – Provide Multiple Means of Engagement
A few examples:
- Use iClickers
- Do in-class activities such as small-group work or “think, pair, share”
- Assign larger, semester-long group projects
- Create a safe environment for learning
- Be approachable and available for students during office hours
Overall, the idea of UDL in post-secondary education is to support learning at various levels of acquisition and provide opportunities for students to show you what they are learning in a variety of methods, so you may offer appropriate “scaffolds.” We offer suggestions for each of the above principles as just a place to start. We encourage you to use the linked resources as well as make an appointment with a CTL faculty professional development specialist to assist you in incorporating UDL in your courses.
San Francisco State University – Best Practices in Teaching:
National Center on Universal Design for Learning
Information on creating a video transcript:
From Colorado State University:
It often feels like there are not enough hours in our days to get everything done. To make life a bit more manageable, we need some system(s) and process(es) to help take the stress out of the workload.
Here are a few ways to help you manage your projects, large and small, and ultimately allow you to become more efficient:
Note: All links below will open in a new tab (or window, depending on your browser settings).
- Make a list of your priorities. Here are a few ways to do that:
- Do a “brain dump.” Take a few minutes and grab a stack of sticky notes and write each task that comes to mind
- Organize tasks by categories (e.g. home, work, class)
- Choose a project to focus on
- Set some goals for yourself, organize your lists…
- by priority (H-high, M-medium, L-low)
- by project or location (work, home, school)
- by deliverables (what is due first)
- by importance (what matters most)
- by time needed (how long will each task take to accomplish)
Write down the tasks associated under each priority.
- Schedule your day! Follow this resource to learn how.
- For projects, plan out the pieces and parts – here is a resource to get you started.
- Read this blog post to find some resources to help get organized
- Cross off tasks as you complete them.
- Keep your lists close by and easy to find
- Use paper or find a program that helps keep you organized
- At the beginning of each week update your plan and set some goals for the week
- Every morning review your list to see what needs to be done (this also helps me get grounded for the day of work)
- Delegate, schedule and, re-schedule anything that does not get accomplished
Resources to learn more:
Learn how to prioritize in 12 steps
Prioritizing Projects in 3 steps
Time Management for Students
Time Management: Tips to reduce stress and improve productivity
CTL Blog Post on Time Management (with links to task management tools: Wunderlist, Got Milk, Google Keep)
Additional Task Management Tools:
Tip #1: Learn names. Jonathan Leonard (CDAE) makes the effort to learn every student’s name, even when he has hundreds of students! His strategy is to open the class roster page in Banner and display the students’ photos and, while studying each face, he speaks their names aloud. Over and over. And over. Occasionally he shifts the page arrangement, by changing the row settings to, for instance, three across instead of five, and he keeps testing himself. He admits that it takes several practice sessions, but he claims the effort is well worth it. His students are completely astonished when he greets them at the door by first name. A large class it may be, but an indistinct mass of anonymous faces it is not. Individuals are being recognized and this, he says, changes the whole game.
(By the way, Jonathan isn’t the only one to stress the value of learning names. Every year when the CTL holds a panel discussion with the latest winnersof the Kroepsch-Maurice Excellence in Teaching Award, at least one of the panelists mentions that this practice is vital to their teaching style.)
Tip #2: Get students talking. Sheila Boland-Chira (English) recommends the turn and talk method in any class, but particularly on the first day when anxiety may be running a little high. She asks an evocative question related to the course topic and invites students to turn to their neighbors and talk about it. After a few minutes, she invites volunteers to share their thoughts with the whole group. Not only does the lively buzz change the atmosphere in the room, doing this on the first day lets students know that the class is participatory and that they are going to be challenged to think.
Tip #3 Make personal connections. Char Merhtens (Geology) asks students to come to her office and meet with her individually during the first week or two of the semester, just to say hi and chat for a few minutes. However, because there are 200+ students in one of her classes, visiting with everyone isn’t practicable, so she invites only the first-years and seniors, the two groups she feels would most benefit from this (although, for completely different reasons). Char says that this simple social gesture has paid off in countless ways and many students go out of their way to thank her.
Tip #4: It’s standard practice to review the syllabus on the first day of class, but a few faculty offered tips to make this ritual more meaningful:
- Before the first class meets, contemplate your schedule again and identify the overarching themes. When you review the syllabus on the first day, share this 10,000-foot view with your students and talk about how the key themes are woven throughout the schedule. This overview provides not only a conceptual map of the course, but a rationale for the work you are going to be asking them to do.
- Make the syllabus review more engaging by including interesting visual elements, e.g., drawings, concept maps, or a humorous cartoon. Consider playing music.
- Use Blackboard’s test tool to create a short quiz about the syllabus with multiple-choice type questions (so Blackboard will do the grading for you) and make it a mandatory assignment by the second day of class. Doing this gets them to delve deeper into the syllabus and you can review the stats in Blackboard before the next class, so you can touch upon any murky areas.
Tip #5: Finally, convey enthusiasm! J. Dickinson (Anthropology) offered what might be the most important tip for the first class and every class: that it’s crucial to communicate your excitement about what you teach. Even if you’re not teaching your dream course, you should be able to muster enthusiasm for it. Foundational or introductory-level courses are exciting when you consider the potential for learning and that you just may spark an interest that has a formative effect on someone’s life. Genuine enthusiasm can be infectious.
Did you ever hear a student say, “I wish I understood what the professor wanted with this assignment?” Have your students ever asked how you came to a specific grade? Have you felt the need to create more clarity around an assignment, both for your students and/or your TAs who handle grading?
The solution may be to create a rubric for your students—or even with your students—for the assessment of the paper or project.
What is a rubric? A rubric is a tool for assessment that is created by the instructor to articulate clear expectations for an assignment and how it is to be graded. In some cases, it can even be helpful to elicit help from students in creating the rubric because, when students are involved in planning how they will be graded, they take ownership of the assignment and their understanding of what is expected is improved.
The Cornell University Center for Teaching Excellence states about rubrics:
Rubrics help instructors:
- Assess assignments consistently from student-to-student.
- Save time in grading, both short-term and long-term.
- Give timely, effective feedback and promote student learning in a sustainable way.
- Clarify expectations and components of an assignment for both students and course TAs.
- Refine teaching skills by evaluating rubric results.
Rubrics help students:
- Understand expectations and components of an assignment.
- Become more aware of their learning process and progress.
- Improve work through timely and detailed feedback.
So how do you go about making a rubric?
- You can attend the upcoming workshop, “Designing Rubrics” (February 21, 2013) offered at the CTL by the UVM Writing in the Disciplines Program.
- You can go through this helpful tutorial by University of Colorado – Denver.
- You could also email email@example.com to ask for an appointment with one of the Center for Teaching & Learning instructional design specialists who can meet with you individually to assist you in creating a rubric for your class.
The recency and primacy effects—long documented phenomena related to the importance of sequence on information recall—evidence that, in short, “Following a single exposure to learning, recall is better for items at the beginning (primacy) and end (recency) […] than for middle items.” 
This is relevant to teaching and learning because it’s in that middle period, when many faculty have come to the heart of their lesson, that students may be least likely to be actively learning.
In the book, Student Engagement Techniques,  Elizabeth F. Barkley poses the suggestion that lectures could be shaped around this retention curve by segmenting a class into three parts:
1) Begin the class by diving directly into teaching important content.
2) After 20 minutes or so, have students take a brief break, stand up and stretch, and then conduct the administrative business, i.e., attendance, collection of homework, distribution of graded homework, etc.
3) Finally, transition back into important content for the last part of class. Consider incorporating a “JiTT” activity (Just in Time Teaching Techniques, October 10, 2012) and close the class with a recap of the most important points.
- Primacy Versus Recency in a Quantitative Model: Activity Is the Critical Distinction Anthony J. Greene, Colin Prepscius, and William B. Levy
- A CTL favorite book: Student Engagement Techniques (p.103)