Tag Archive: CTLL

May 17

Research-Based Teaching Series 2016-2017

The Research-Based Teaching Series (RBTS) had its final workshop for the 2016-2017 academic year. Co-sponsored by the Department of English and the Center for Teaching, Learning, and Leadership (CTLL), RBTS seeks to support the work of faculty from all disciplines, colleges, and campuses by offering faculty presentations and workshops on best practices in teaching and learning. These workshops not only provide information and resources for faculty seeking to enhance their own pedagogical practices, but also give faculty an opportunity to present their work to peers.

Because the University of North Georgia (UNG) is a partnering institution for the Association of American Colleges & Universities’ (AAC&U) Liberal Education and America’s Promise (LEAP), we encouraged submissions that support the principles of this initiative. These included, but were not limited to, the following:

The 2016-2017 RBTS programming included five workshops offered to all campuses.

The 2017-2018 Call for Proposals is now available. Applicants can submit their proposal here.

Past RBTS Events 2016-2017:

September 7, 2016 – Literature is an Ally:  Reading War in the Classroom and Community

Kristin Kelly, Associate Professor of English, discussed “Talking Service,” a national reading and discussion program for servicemen and servicewomen coming back to civilian life from the war zone.

October 5, 2016 – Statistics: It’s Not Just for STEM Anymore! Conduct Research in ANY Discipline Using Statistical Analysis

Gina Reed, Professor of Math, led this workshop designed to support the research of all faculty and provided important methods and tools for conducting quantitative research in the classroom. This research can, potentially, develop into publishable scholarship in the areas of teaching and learning.

January 18, 2017 – Everyone Can Teach Writing: Three Constructs to Engage Students in Deep Learning

Jim Shimkus, Assistant Professor of English and Director of Faculty Fellows, and Anita Turlington, Associate Professor of English, explained the relevance of the three constructs (and associated practices/activities) that engage students in learning beyond a simple quantity of writing (i.e. number of pages written) as high-impact teaching practices that help to enhance student learning and development. Their presentation used results from a recent research project, “The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-institutional Study” which identified the three constructs as Interactive Writing Processes, Meaning-Making Writing Tasks, and Clear Writing Expectations. These practices are helpful not only for those college teachers who are focused on teaching writing, but teachers in any discipline who are interested in strategies to enhance student learning.

Molly Daniel, Assistant Professor of Rhetoric and Composition, presenting at the Effectively Responding to Student Writing workshop.

February 1, 2017 – Effectively Responding to Student Writing

Matthew Boedy and Molly Daniel, Assistant Professors of English, shared principles for giving effective feedback. These principles are grounded in composition theory but also includes particular strategies, practices, and “marks” by instructors. Many in the English Department teach First Year Composition on a regular basis, but faculty in other departments also teach writing-intensive courses. Much research in composition theory has been devoted to developing best practices for giving feedback to students in these types of courses.

March 27, 2017 – Is Blended Learning a Viable Option?

Jennifer Schneider, Assistant Professor of Accounting, addressed how to use an interactive approach to reach students. Educators and students are interested in positive learning experiences. Making the change to a blended learning structure might achieve the goal for both groups. “Flipping the Classroom” is a blended learning method that is being used to disrupt the passive learning pedagogy.

Jan 09

Governor’s Teaching Fellows Program

Two faculty from the University of North Georgia (UNG) participated in the selective 2016-2017 cohort of the Governor’s Teaching Fellows (GTF) Program, a statewide initiative advancing instructional excellence in Georgia’s colleges and universities. Michallene McDaniel, Associate Professor of Sociology, is part of the 2016-2017 cohort, and David Smith, Associate Professor of Media Studies, completed the summer 2016 program.

“Although I have been in teaching for almost 20 years, I believe there is always something new to learn about this profession,” said McDaniel. “I view my participation in the Governor’s Teaching Fellows Program as an opportunity to brush up on changes in technology that benefit teaching, and to become familiar with the latest findings on effective teaching methods that lead to better student learning.”

Established in 1995 by Zell Miller, governor of Georgia (1991-1999), GTF provides Georgia’s higher education faculty with expanded opportunities for in-depth study of research-based pedagogies. The program is offered through the Institute of Higher Education at the University of Georgia (UGA). More than 75 different disciplines, professions, and teaching areas have been represented, and they have come from over 45 institutions statewide: large and small, public and private, everywhere from the northern mountains to the Florida state line and between the Atlantic coast and the Alabama border. To date, 32 Fellows have represented UNG in the GTF Program.

“I was introduced to new ideas and tools like Nearpod, which I found to be interesting and helpful. Throughout this semester during my Film Appreciation courses, I will be putting into practice the ideas I developed during GTF,” Smith said.

According to the University of Georgia’s Institute of Higher Education’s website, a candidate’s selection is based upon “the basis of their teaching experience, their interest in continuing instructional and professional development, their ability to make positive impact on their own campus, and a strong commitment by their home institution.”

“I consider myself to be very fortunate to have the opportunity to participate in GTF this academic year, and lucky to work at an institution and for a department that supports professional development opportunities for educators,” said McDaniel.

Other recent UNG fellows in the program have been Rosaria Meek, Assistant Professor of Spanish; Laura Ng, Associate Profesor of English; and, Jennifer Graff, Associate Department Head and Assistant Professor of Visual Arts.

Applications for the UNG GTF 2017 Summer Symposia and 2017-2018 Academic Year Symposia is now open. For more information, please visit the CTLL GTF webpage.

Sep 02

Write@UNG

The Write@UNG is a new multifaceted faculty development program that stretches across five campuses and enriches scholarly productivity through a focus on research and writing skills. Workshops are facilitated by Dr. Michael Rifenburg, Department of English, CTLL Faculty Fellow for Scholarly Writing and sponsored by the Center for Teaching, Learning, and Leadership.

Click on the image below to enlarge.

Write@UNG_Page_2

To register, please here to view all the upcoming Write@UNG workshops.

Aug 31

Research-Based Teaching Series – Call for Proposals

Faculty and teaching staff are invited to submit a proposal for doing a presentation in the Research-Based Teaching Series (RBTS) Spring 2017 series.

RBTS is co-sponsored by the University of North Georgia Department of English and Center for Teaching, Learning, and Leadership (CTLL). RBTS seeks to support the work of faculty from all disciplines, colleges, and campuses by offering faculty presentations and workshops on best practices in teaching and learning. These workshops not only provide information and resources for faculty seeking to enhance their own pedagogical practices, but also give faculty an opportunity to present their work to peers.

Presentations/workshops should be 45 minutes long, allow time for Q&A, and include the following:

  • the pedagogical principles upon which the classroom material and practices are based
  • information about the practical applications of these principles in your own classroom work/research
  • 3 – 5 scholarly sources that participants can consult for further research

As a partnering institution for the AAC&U’s Liberal Education and America’s Promise (LEAP), we encourage submissions that support the principles of this initative. These include, but are not limited to, the following:

  • Essential learning outcomes such as creativity, teamwork, and problem solving
  • High-impact educational practices such as collaborative assignments, intensive writing, and service learning
  • Authenthic assessments such as faculty-validated rubrics
  • Students’ signature work such as internships, capstone sources, and community-based research

Benefits:

  • Counts as university-wide service on your vitae and faculty annual review
  • Prepares you to present at professional conferences
  • Provides groundwork and support for contributing to the scholarship of teaching and learning
  • Creates mentoring and collaboration opportunities across campuses and disciplines

Submit the following:

  • Name, contact information, primary campus, and A/V requirements
  • Title, 300-word abstract, list of 3 – 5 sources in the citation style of your choice
  • Date(s) available (from the list below). You can choose more than one.
    • Wednesday, Januarary 18, 2017, 12 – 1 p.m.
    • Monday, March 27, 2017, 12 – 1 p.m.
    • Monday, April 24, 2017, 12 – 1 p.m.

Deadline:

October 31, 2016 by 5 p.m. Selections will be made and participants contacted by January 9, 2017, the first day of spring classes.

Please email Diana Edelman-Young, Coordinator of RBTS at diana.edelman-young@ung.edu. Questions can also be addressed to this email. Please include subject line: RBTS CFP.

Feb 26

Flexible Teaching Strategies for Course Continuity

When our classes get cancelled because of inclement weather or emergency situations, good planning and technology tools can be leveraged to maintain continuity of instruction. Planning, communication, and a flexible approach to teaching and learning can help students enhance their knowledge and skills throughout the semester without interruption.

Plan for Alternative Lessons: Almost every semester, there are interruptions in the course schedule. Professors attend conferences. Inclement weather closes campuses. Emergencies arise. Whatever the reason for a change in the schedule, plan for effective communication and flexible ways to deliver course materials and engage students.

Establish a Communication Protocol: On your syllabus and in the early days of class, review your class communication procedures. Be sure to inform students they must check eLearning and/or email when class is cancelled. Make sure students know in advance they are accountable for material covered virtually. Communicate to your students the learning outcomes and value of the alternative learning activity.

Make Class Materials Available to Students Online: Even if you don’t teach online or blended courses, it’s wise to get familiar with eLearning (D2L / Bright Space) and its tools. When inclement weather strikes, you can use dropbox, discussions, and web conferences to keep students engaged and learning.  Upload lectures via Camtasia, OR transfer your written lectures into online modules using the easy web authoring software SoftChalk. Contact DETI: Distance Education and Technology Integration for assistance.

Teaching Ideas:

  • Post a discussion thread asking students to identify the clearest and muddiest  points in their reading assignment. Use this to respond and illuminate.
  • Ask students to blog, discuss, or upload in Dropbox their first drafts of an upcoming assignment.
  • Create a low-stakes exam to help them think through course materials (and help you see what might be addressed in your next face-to-face meeting).
  • Ask students to watch an educational video from our library database Films on Demand and then respond to specific prompt in a discussion or blog .
  • Provide a reading frame about an assignment. Students must copy the frame, fill in the blanks with their answers, and upload into dropbox: “The author’s main point in this essay/chapter is (fill in blank). The evidence s/he provides to support his/her view is (fill in blank). On the other hand, those with an alternative point of view argue that (fill in blank). In essence, the issue seems to be (fill in blank). From my own personal vantage, I think that (fill in blank). The reasons for my stance are (fill in blank).
  • WebQuest: These activities can help students identify, synthesize, and be creative in their application of course knowledge. Choose a topic that has some strong online content. Give students a specific task to achieve through online research. See San Diego State University’s WebQuest site for ideas and rubrics.

UNG’s DETI (Distance Education and Technology Integration) can help you master tools that will be invaluable when classes are cancelled (and even when you’re just extending class experiences online).

  • Blackboard Collaborate: These tools are integrated into eLearning (D2L/Bright Space) and provides a way to communicate through synchronous text chat, voice, and video.
  • Respondus: Create and manage exams and test banks. Easy integration with D2L. Respondus is a Windows-based authoring tool that integrates well with many learning management systems.
  • SoftChalk: Author your course lectures and activities with this easy tool.
  • Study Mate: Create learning activities and games with this Windows authoring tool.

You may also want to have a hallway chat with a colleague who has been certified in Quality Matters online course design. Here’s a list of UNG Quality Matters Certified Faculty.

Good planning and communication can make flexible learning days an enriching and refreshing experience for students and professors.

Feb 09

Using Book Clubs to Foster Student Engagement

At it’s core, traditional teaching and learning involves students gaining meaning from printed and oral language. Raphael and McMahon (1994) suggested that comprehension is achieved through a partnership of students, peers, and instructors. Students should not sit isolated working individually. Instead, students should interact through oral and written language to aid in comprehension. The use of a book club in class provides an “opportunity for personal response to encourage students to construct meaning with their peers and to question whether meaning is inherent in text” (Raphael & McMahon, 1994, p. 103).

Outside of the classroom, book clubs abound and range in many different formats, styles, and purposes. Book clubs seemingly enhance many aspects of peoples’ lives. For example, the Get into Reading Project has set up over 50 book clubs in settings such as psychiatric facilities, care homes, homeless shelters, and libraries. These books clubs are designed to incite self-reflection and foster positive change in the participants’ lives. The adults in these programs have demonstrated remarkable changes from increased mental health to empowered life transformations.

Furthermore, the use of book clubs has been shown to boost literacy among children, adolescents, and adults (e.g., Kooy, 2003; Raphael, Florio-Ruane, & George, 2001; Ward, 2010). While increased literacy has been the primary variable used to evaluate book club outcomes, a number of other educational processes and outcomes across the lifespan have been examined. For example, Raphael & McMahon (1994) found that, at the conclusion of their book club process, elementary school students with varying reading comprehension levels and cultural backgrounds (a) developed a greater ability to synthesize information, (b) had higher standardized test scores than those in more traditional reading programs, (c) had better recall of the content of the books read, and (d) demonstrated a more sophisticated writing style over time. Additionally, homeless men have been found to be more open to counseling and talking about health-related topics while participating in a book club (Home, 2008). Others have reported a link between participating in classroom book clubs and higher-order ethical decision-making (e.g., Cohen, 2006).

I have been using book clubs in my face-to-face courses for many years. I started utilizing them for several reasons. One, I wanted students to feel more ownership in their educational process. For that reason, I do not lead the book club discussions; they are student-led. Two, I wanted students to wrestle with challenging reading and discuss how to apply the material to their lives. I typically choose books that are either evidence-based applications or that are theory-based and written by the theorist. Finally, I wanted students to be more engaged with each other. I have heard from students over the years just how meaningful these books clubs have been. I have tweaked things here and there based on their feedback, but by and large students have expressed genuine affinity for the process (but not always the books I’ve chosen).

I recently decided to collect some data from students to examine the process and outcomes more closely. I won’t share all the methodology here, but some of the qualitative data might help sway you toward thinking about this as a possibility in your own courses. First, a description of the process seems in order. I give some class time for the book club discussions to occur, and each of those assigned weeks students read a chapter from the book. Students remained in the same group for the entirety of the book club process. Each week, one student from each group led the discussion by bringing a few prepared questions for dialogue. All students in the group were instructed to formulate some ideas for each book club dialogue. Group leaders submitted their prepared questions each week to the instructor via the course learning management system site.

The following are some verbatim quotes taken from the data collected from the students:

“I found the readings valuable and was enlightened by the new perspectives.”

“I took a lot of notes and applied it to my own life. The book really enhanced my learning.”

“From a multicultural perspective, especially lower SES, we talked about how we could apply the book club’s knowledge to those populations.”

“It provided an effective way for us to process and synthesize the information. We were able to communicate on a different level.”

“We were more invested emotionally. That was great.”

“We were able to discuss some of the same concepts each week, but with a different slant based on the current reading. That helped me learn so much more than if I had just read the chapter and then discussed it in the usual classroom way.”

“It was a positive experience because it helped me a great deal to discuss the material and make learning more of an active process.”

“The book club process was extremely beneficial, as different perspectives and insights really added to the learning of the material read.”

“Hearing other students’ viewpoints helped broaden my critical thinking skills.”

Of course, not all comments were so positive, but negative responses were few and far between. One thing that really emerged from the data was that the students indeed felt more ownership in their education. In addition, they also felt more obligated to read the material and be present in class. Wow, what a win!

References

Cohen, R. (2006). Building a bridge to ethical learning: Using a book club model to foster ethical awareness. Journal of Legal Studies Education, 23, 87-103.

Kooy, M. (2003). Riding the coattails of Harry Potter: Readings, relational learning, and revelations in book clubs. Journal of Adolescent & Adult Literacy, 47(2), 136-145.

Raphael, T. E., & McMahon, S. I. (1994). Book Club: An Alternative Framework For Reading Instruction. The Reading Teacher, 48(2), 102-182.

Raphael, T. E., Florio-Ruane, S., & George, M. (2001). Book club plus: A conceptual framework to organize literacy instruction. Language Arts, 79(2), 159.

Ward, H. (2010). Teachers’ book club helps boost boys’ reading ability. Times Educational Supplement, (4891), 13.

Nov 03

Finding and Supporting Student Applicants for Nationally Competitive Scholarships

NSF GRFP, Jack Kent Cooke, Udall, NIH, Fulbright, oh my! The world of scholarships is a large one indeed; every time I think I may have a handle on one scholarship, a new one pops onto my radar, and I’m back at square one again! However, even with the multiplicity of opportunities out there, most nationally competitive scholarships are looking for the same thing: smart, driven students with the capacity to make a difference either to society or their field. Each of us has had and will likely have again, that one great student, who we know is destined for success and greatness. The question is: how do we help that student along the path to scholarship success?

The NCS office

The first line of defense for nationally competitive scholarships is the Scholarship office run through my position as Assistant Dean of Student Research and Scholarship (www.ung.edu/ncs). Half of my job is to monitor trends in scholarships, locate scholarships that dovetail with UNG’s strengths, and recruit students to apply for these opportunities. The other half of my work focuses on getting students from start to the final “submit” button. This part is the most arduous, and includes offering strategic advice, repeatedly workshopping essays, tracking down transcripts, translating “scholarshipese,” or the specific demands of the scholarship for students, and supporting them emotionally. It’s a long process; I ask students to start very early (sometimes a year early!) and complete at least 12 drafts. Yet, this is necessary. As I tell each of my students when they begin to fatigue after the first few rounds of drafting: It’s not you, it’s the scholarship.

Recruiting

Before I can begin working with students, though, I have to find them. This is where faculty play an integral role. You know these students; you work closely with these students; you understand them as more than a GPA. And, what’s more, they know YOU. Your help in locating these students is essential. If I send an email to students, 2 out of 100 may write me back. But, they know and trust you. And often your simple nudge, your letting them know that you think they have what it takes, is literally all it takes to move a student into the scholarship process. Simply put, I need you.

So, what sorts of students are competitive for these scholarships?

Primarily, scholarships are looking for students who are hardworking, committed to making a difference, think outside the box, and have high GPAs. However, stellar GPAs are a dime a dozen these days; really competitive students must go beyond high GPAs to stand out in one (or more!) of three other ways: leadership, service, undergraduate research. Encourage your best students to volunteer, run for office, or include them in your research projects. And then repeat all of these things again.

How else can we help support our students?

Understanding that the scholarship process is novel for the vast majority of our students is key. Many are afraid of applying and/or think they are lacking the excellence required to win. Others underestimate what it takes to get from start to finish on an application. Faculty play a key role in both encouraging and tempering dreams along the path and making sure students understand what’s at stake. More often than not, though, our largest role is just showing simple support by offering an ear or an eye to a draft.

Another key to success is focusing on the process, not the pay off. So many students begin scholarships solely focused on the money that might come through at the end. To me, this is akin to just focusing on a grade for a class, and not the learning. The application process invites students to refocus and refine their academic, professional, and personal goals. In the process of drafting personal statements, they also realize previously unrecognized traits that may serve them well in other pursuits. Finally, the process encourages them to become more involved with other professionals, including me and you. Several of our students who’ve made it to the submit button have attested that the process itself is painful, but worth it, no matter the outcome of the scholarship.

A simple plea

You all give context to the tranguid and have genuine insight into what students are capable of. If you’ve got an outstanding student, talk to him or her about scholarships. Or encourage him or her to email me (ncs@ung.edu).  Here’s to our exceptional student scholars!

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