According to Dr. Michael Wesch, his new website, myteachingnotebook.com, focuses on “the pursuit of joy in teaching and learning.” I first saw it in August and made a note to myself to share it here in mid-semester, when the geese are flying south and we aren’t sure if it’s getting colder and darker or just cold. And dark. Dr. Wesch’s work has been inspiring us for years now, so take a look his teaching notebook and, for even more of his work—videos, publications, presentations, and blog posts—see his Kansas State University website: Digital Ethnography (formerly “Mediated Cultures”).
From the website:
“This program seeks faculty who are committed to integrating interdisciplinary approaches to sustainability into the UVM curriculum. We seek to develop a learning community – a multidisciplinary cohort engaged in a year-long exploration of sustainability, the scholarship of teaching and learning, and collaboration.”
This year’s program will focus on integrating UVM’s General Education Sustainability Learning Outcomes into course design.
For more information and to apply, please see: http://www.uvm.edu/ctl/sffp.
This program is supported by the Office of the Provost and presented by UVM’s Environmental Program, The Center for Teaching and Learning, The Office of Sustainability, The Greenhouse Residential Learning Community, and in partnership with Shelburne Farms.
Premise: all students want to text in class and will do so surreptitiously if they can, so many faculty feel the only way to keep students focused is to ban mobile device use altogether. Many blog posts and articles on texting, cell phone, or mobile device use in class seem to start with this premise.
Responses to the growing use of devices in the classroom have ranged from that of complete control: “Put your device on the table as you enter the classroom. Pick it up when you leave” to the laissez-faire: “Students are paying the tuition. If they want to text during class and not learn, that’s their choice.”
Developing a cogent and workable mobile device policy for the classroom continues to be a challenge. The negative effects of multitasking or auto-switching are well documented and the possibility that students may be distracted by other students’ use of devices is also a consideration.
How to deal with the presence of these devices in the classroom elicits a multiplicity of responses from faculty. A quick search on the terms “cellphone, policy, syllabus” turns up a host of ways faculty are banning or limiting their use. In fact, Cortland has collected a list of mobile device policies from syllabi that might well have been titled “36 Ways to Say No.”
However, as the prevalence of these devices continues to grow many teachers are finding ways to make the use of mobile devices work for their students’ education rather than against it. Not surprisingly, these solutions tend to encourage the integration of inquiry-based or active learning practices.
Karen Eifler suggests that mobile devices can be used to capture, archive, share and use whiteboard work done in class as well as for real-time/just-in-time information gathering. (“Cell Phones in the Classroom: Is It Time to Reconsider Your Policy?”)
John Thayer explains to his students how they will be using their devices for his Geometry class and closes with “we have work to do so please take out your phone.” (“Cell Phone Policy: A Letter to My Students”)
As New York prepares to lift its ban on cellphones in schools, many K-12 teachers will be preparing their students to use these devices responsibly and effectively. John Giambalvo explains that he will be starting slowly, using various apps as appropriate. For example, he’ll be “automating exit tickets — the micro-assessments that ask students to demonstrate their learning at the end of a lesson” using the Exit Ticket app.
Whichever mobile device policy you intend to use, it is most important to communicate it clearly to your students. As the SUNY Brockport policy on use of electronic devices in the classroom warns: “It is advisable for instructors to anticipate that issues with wireless communications and electronic devices may arise and publish any restrictions in their course syllabi.”
More recently, faculty advise having a discussion with students to build the policy together. Having students contribute ideas for a policy, and especially for how infractions should be dealt with, encourages them to consider both their own practice and their role in establishing a respectful and productive classroom for all.
It’s that time of year again when faculty are thinking about how to better engage their students in the classroom. The first class meeting can often set the tone for the whole semester, and establishing norms for classroom interactions goes a long way towards creating a more welcoming and respectful learning environment for everyone.
One way you can help students feel more invested in these guidelines is to develop them together in class, and it is helpful to do this early on so that you can fall back on them, if needed, during the course of the semester.
Below are some examples from UVM faculty:
From Helen Read, Mathematics:
CLASSROOM ETIQUETTE: In order that we make the most of our class time, please make every effort to arrive on time and stay until class is dismissed. Please be respectful of the instructor and your fellow students, and refrain from any behavior that would distract from our work. Turn off and put away cell phones, music players, etc., before class begins, and close email, games, and anything else you have running on the computer that is not directly related to what we are doing in class.” H.P. Read – http://www.cems.uvm.edu/~hpread/math022/math022I_syllabus.pdf
Another example from Shirley Gedeon, Economics:
Classroom Etiquette & Policies
In class, address the professor as “Professor Gedeon”
In emails, start off with “Dear Professor Gedeon”
It’s a large auditorium, but I want to answer questions. I will do my very best to move around the room to make it easier to hear your questions. I welcome and respect all political and economic points of view and expect all students to do likewise.
Professor Gedeon writes and grades all exams.You have the right to petition grading on any question on any exam. Protocol for submitting petitions will be discussed in class.
The Teaching Assistant grades all homework. You have the right to petition grading on any homework assignment. Protocol for submitting petitions will be discussed in class.
Shirley Gedeon – http://www.uvm.edu/~econ/documents/Gedeon-EC11Aspring2014.pdf
If you are teaching a class in which a number of sensitive topics will be discussed, it is even more critical to layout a thoughtful approach to classroom etiquette. This following example is from a syllabus for Introduction to Sexuality & Gender Identity Studies taught in 2010 by Reese Kelly:
Out of respect for other students and the instructor, you should arrive in class on time and stay until class is over. Coming and going in the middle of a lecture is highly disruptive. Turn off your cell phones while you are in class. To be fair, my rule is that if your cell phone goes off in class, I get to answer it. Likewise, if mine goes off in class, you get to answer it.
If the use of computers or cell phones becomes disruptive to anyone in the class, including yourself, you may be asked to leave class. Recording lectures and using laptops to take notes is allowed as long as these activities are not disruptive.
Eating during lectures is discouraged, but drinks are acceptable.
You must enter the course willing to suspend, challenge, or even change many of your taken-for granted beliefs about gender, race, size, ability, nationality, sex, sexuality, class and so on. This is often difficult because the multiple layers of our identities are so deeply embedded in our daily lives including our sense of self and our intimate relationships.
You will find that being willing to examine multiple perspectives on an issue is your most important and useful tool for understanding the concepts we discuss in class. In this course, we will be covering some sensitive and controversial topics. Some of the issues we discuss may make you feel uncomfortable at times. However, in order for learning to occur, we must act respectfully towards each other, even if there is some disagreement. If, at any time, your behavior is viewed as disruptive to the class, you will be asked to leave. Personal attacks, rude comments, or harassment of any kind (racial, sexual, etc.) will NOT be tolerated! If you experience a personal attack, harassment, or if you feel as though your classmates are spoiling your learning environment, please inform me.
Reese C. Kelly, http://www.uvm.edu/~wmst/documents/Kelly075fall2010syllabus.pdf
A few more to look at:
Alison Pechenick, http://www.cems.uvm.edu/~amp/cs20sum13/
Enjoy the start to the semester!
Conducting research can be a transformative experience for undergraduate students, especially when their research supervisor serves as an effective mentor.
We invite you to join us for a 10-hr faculty seminar, beginning in late August, that examines how faculty can enhance their mentoring skills regardless of career stage. The seminar will use case studies, extensive discussions, reflection, and action plans to help faculty mentor more efficiently, communicate and establish expectations with students, address diversity issues in mentoring, assess student understanding and foster student independence.
For details, see: www.uvm.edu/ctl/stem_mentoring This seminar is sponsored by the Rubenstein School, CTL, and the Provost’s Office EPI grant program.
On May 13, Bb is getting a few important additions.
1. Student Preview (Finally!)
A “true” student preview has been one of the all-time top requested Blackboard features. Instead of just being able to see what content is visible (as is the case with the Edit Mode button), instructors will be able to take exams, submit assignments, and view grades just as a student would.
Entering student preview mode can be done at the click a button. Upon entering this student view, an actual student account is created (visible in the grade center), and the instructor is put in the driver seat of that account.
When leaving the student view, the instructor can choose to keep the account in their course. This allows the instructor to “evaluate” the fake student’s work, enter grades for that account, and then go back in to that account and see the results of their grading.
Alternatively, the student preview account can be deleted when leaving the view, so that it is no longer listed in the grade center.
Instructions and more information about this feature can be found in the How-To’s area.
2. Inline Grading
Currently, assignment files have to be downloaded to the desktop in order to be opened and read for grading. After May 13, the grading process will be streamlined because uploaded assignment documents will display within the browser.
Documents that can be viewed in this manner include Word (.doc, .docx), PowerPoint (.ppt, .pptx), Excel (.xls, .xlsx), and PDF. Inline Grading is supported on current versions of Firefox, Chrome, Safari, and Internet Explorer. No plug-in or other application is necessary.
Documents can be annotated within the browser and shared with students. (However, the annotations feature is not fully supported: see the link below to read more.)
Find out more about in-line grading in the How-To’s.
3. Single Sign-On
UVM is streamlining its login processes across a number of applications. While those accessing Bb from MyUVM will not see a change, the login page at https://bb.uvm.edu is getting a refresh. As part of this change, existing “cookie” bugs in the process of connecting to MyUVM to Bb will be resolved.
There’s a complaint that we hear frequently this time of the semester:
The weighted column doesn’t come out right.
It’s a common problem caused by that tiny Devil who resides in the details. Very often, the cause is this: a discrepancy between a column’s possible points and those actually entered. In other words, when you first set up grading on a tool (or on a manually-made column), you might have assigned the highest possible points as something different than what you actually graded for. An example would be, I have entered 30 as possible points on a final paper, but forgetting this weeks later, I used a base of 100 when grading.
This is easy to check by hovering over the top of the column and checking the information that appears just at the top of the grade center area. See figure here:
To fix it, hover and click the small arrow at the top of the erroneous column, choose “Edit Column Information” and change the points possible to 100 (or whatever scale you used for grading).
WORD OF CAUTION: It’s a good idea to download a backup of your grade center before you begin changing things. See how to do that here.
When all else fails, we’re always glad to see you at the Dr Is In!
On April 20th and 21st, UVM welcomes Teresa Balser, Professor of Soil and Water Science, University of Florida and 2016 Fulbright-Nehru Distinguished Chair to India. Dr. Balser is an internationally recognized scientist and educator. She has received numerous educational accolades including recognition as the 2010 Carnegie U.S. Professor of the Year (Doctoral and Research Universities).
On Monday, April 20, 2:00 – 4:00 pm, 303 Bailey Howe Library, Dr. Balser will facilitate a workshop in which participants will consider strategies and ideas for engaging students in UVM’s General Education Sustainability Learning Outcomes. Participants will explore how they can optimize engagement and learning through the use of authentic practice, autonomy and enthusiasm. To register for this workshop, please see: https://www.uvm.edu/ctl/apps/ctlcal/?c=events&m=elink&id=1177
On Tuesday April 21, 4:00 pm to 5:15 pm, Davis Center Livak Ballroom, Dr. Balser will address the university community, with her lecture: “Creating an Ecologically Conscious and Globally Engaged Citizenry—Is it Time to Embrace a New Educational Paradigm?”
We hope that you can join us for this timely and important discussion on embedding sustainability throughout the curriculum. For more information on UVM’s General Education Sustainability Outcomes see: http://gened-sustainability.wikispaces.com/
Some big news for sustainability at UVM: on Monday, March 9th, UVM’s Faculty Senate passed the resolution to require all undergraduate students entering UVM in Fall 2015 to meet the General Education Sustainability Learning Outcomes (SLO). While this is a significant accomplishment, there is still much work to be done to ensure its success.
The Sustainability Curriculum Review Committee (SCRC), the faculty sub-committee charged with developing a plan for the SLO university-wide implementation, has been tasked with articulating a process for soliciting, reviewing, and approving proposals to fulfill the sustainability requirement. Part of this work is to help faculty understand the “Sustainability Course (SU)” designation process. Completion of an SU course is one of three pathways in which a student can fulfill the requirement. (Please refer to GenEd-Sustainability sitefor information on all the pathways and the course process.)
To that end, all interested faculty are invited to attend “Introduction to UVM’s General Education Sustainability Learning Outcomes Course Proposal” workshop on Friday, March 20, 9:00 – 11:00 AM, Bailey Howe 303. This workshop walks faculty through the proposal development process and, for those who are ready, provides instruction on proposal writing.
For more information and to register for this workshop, please see CTL Events.
More sessions will be offered in the late spring.
In addition, the upcoming “Educating for Sustainability Webinar Series,” hosted by the Association for Advancement of Sustainability in Higher Education, provides information and resources on best practices for sustainability education in higher education:
Strategies for Institutionalizing Sustainability in the Curriculum
Wednesday, March 25, 2015, 3:00 PM – 4:30 PM, Bailey Howe 303
Strategies for Redesigning your Course to Integrate Sustainability
Wednesday, April 8, 2015; 3:00 PM – 4:30 PM, Bailey Howe 303
To register for these events, please visit the CTL events calendar.
Applications are now being accepted for the May 2015 cohort of the UVM Hybrid Course Initiative program (phase 3). The deadline for applying is Monday, March 23rd at 5pm!
Please follow this link to learn more about the program and to apply.
We invite you to register for the upcoming info session,
“What’s the Hype about Hybrid?”
to be held this Thursday, March 11, from 1-2pm
Applications due: March 23, 2015
Accepted applicants notified: March 27, 2015
Full-day training: May 18, 2015