From the Journal of the Scholarship of Teaching and Learning:
The Importance of Failure in Learning:
From the Journal of Teaching & Learning Inquiry 9 (1), 2021, Paul Feigenbaum explores the role of the growth mindset and mastery-oriented pedagogies, the myth of meritocracy, and stigmatization of failure in learning: “Telling Students it’s O.K. To Fail, But Showing Them It Isn’t: Dissonant Paradigms of Failure in Higher Education”.
FERPA and Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices
Drop-in to the Center! We hope to be able to welcome you back in our center soon. When we do, you will find us upstairs in Main Building in Arts and Sciences wing. In the meantime, we are available for virtual consultations.
Our computers are set up with software for you to trial for presentations and lecture capture. We have instructional guides and headphones with microphones for your use.
SUNY Online has developed the Course Quality Review Rubric (OSCQR), a research-based professional development tool for faculty to further online course quality, effectiveness, and efficiency. The rubric lists 50 standards across the following areas of an online course's learner experience: Overview and Information; Technology and Tools; Design and Layout; Content and Activities; Interaction; and Assessment and Feedback.
Review Blackboard’s Exemplary Online Course Program Rubric to review your online course. The rubric addresses key aspects of an effective online course including design, interaction & collaboration, assessment, and learner support, and will offer strategies to make your course exemplary!
Designing courses with accessibility and digital inclusion in mind is one way to demonstrate our commitment to equity in higher education and ensure we reach all learners, and provide a meaningful learning experience for all. Here's a link to a Digital Accessibility Checklist created by Christina Moore, Center for Excellence in Teaching and Learning at Oakland University. (Creative Commons License CC BY-NC).
If you have questions about accessibility, navigability or Universal Design for Learning, please contact M-CELT via the link below.
with Thomas Barker, University of Alberta
A Virus Without Papers: The Impact of COVID-19 on Immigrant Communities
with Elizabeth Kiester, Albright College
with Deborah Bennett
with Bonnie A. Green, East Stroudsburg University
What is meant by the Catholic Intellectual Tradition?
In our mission statement we explain that Maria College's commitment to career-relevant, opportunity education is rooted in the context of the Catholic intellectual tradition. This tradition is embraced by Catholic colleges and universities around the world. Boston College has created a document to foster discourse amongst faculty across disciplinary boundaries about what this tradition means for their teaching. Although Boston College is rooted in the Jesuit educational tradition, and Maria in the Sisters of Mercy, the document offers a historic introduction to how education at Catholic colleges engages with "the ultimate search for truth that animates faith", and how this serves as "the catalyst for inquiry":
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The Journal of the Scholarship of Teaching and Learning (JoSoTL) is an open journal.
Not All Flipped Classes are the Same: Using Learning Science to Design Flipped Classrooms by Alyssa Lawson, Caylor Davis, and Ji Son.
Contextual Framework for Developing Research Competence: Piloting a Validated Classroom Model by Lynn Jamieson and Mark Lawson.
Breaking Through Student Bias with Creative Debate Assignments by Daniel M. Settlage, University of Arkansas-Fort Smith
Addressing Uncivil Behaviors in the Classroom:
Applying "politeness theory" to address uncivil behaviors in the classroom and the relationship between faculty caring and student engagement in 'If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring by Amy Chasteen Miller, and Brooklyn Mills, University of Southern Mississippi
New to Teaching?
Nine Characteristics of a Great Teacher, with Dr. Maria Orlando
Reflections on Teaching Mistakes I've Made, with Professor Chris Palmer, School of Communication at American University.
From the Archives:
Metacognition—The Bridge to Student Success with Ben Blood
Overcoming Student Distaste for Collaborative Group Work Online with Wendy Trevor
Log in to access resources. Access instructions can be found in the Faculty Orientation to Teaching at Maria and your email (10/7/2021):
How Can I Make My Video Lectures Effective and Engaging? with B. Jean Mandernach, PhD
How to Be a Better Online Teacher by F. Darby, The Chronicle of Higher Education
7 Guidelines for Effective Teaching Online by S. O'Malley, Inside Higher Ed
How to Adapt Courses for Online Learning: A Practical Guide for Faculty by S. Cruickshank, Johns Hopkins
Tips for Effective Online Discussions:
Effective academic advising goes beyond helping students decide what courses they need to fulfill degree objectives. It speaks to the education of the whole person, as Winston, et. al reflected (1984): "Developmental advising relationships focus on identifying and accomplishing life goals, acquiring skills and attitudes that promote intellectual and personal growth, and sharing concerns for each other and for the academic community". The article, Developmental Academic Advising: A 40-Year Context by Thomas J. Grites in the NACADA Journal 33 (1): 5–15, offers an overview of the significance and evolution of this approach.
Encouraging Self-Advocacy: How to Build Environments for Awareness and Self-Disclosure for Learners with Disabilities by Melissa Brevetti, PhD, and Bradley Mays, PhD
Here are just a few areas for consultation: Questions about Blackboard capabilities and using interactive tools such as blogs and wikis; Rubric development; Giving effective feedback; Active learning strategies; Universal and Backward Design for online courses; Implementing group work; Developing assignments that foster metacognitive and writing skills; Moving a F2F course online.
Please complete the following form to make a request for an appointment with Kim or Wendy. Please be sure to state what you need help with, your name, email and what times you are available during the week.
Kim Santspree, Educational Technology Training Specialist (ETTS), email@example.com
Jason Coley, PhD, Assistant Director, M-CELT; Assistant Dean of Academic Affairs; Academic Liaison to Strategic Planning
Wendy Trevor, PhD, Director, M-CELT; Associate Professor, English; Associate Vice President for Academic Affairs.
The Center is staffed in person by our ETTS:
Tuesday and Thursday 8:30-4 PM
As a result of the move to virtual instruction, our hours have changed. We continue to be available for remote consultations and for Blackboard, Blackboard Collaborate, Zoom and Panopt pedagogical support Monday through Friday by appointment. To set up an appointment, please send an email to Kim. For Blackboard troubleshooting, please contact the IT Help Desk.