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Maria College Center for Excellence in Learning and Teaching


Happy New Year! 

Please join us On Thursday 9 January for our first Community of Teaching Practice gathering of the new year.  We will meet from 3-4 PM in McAuley 126.  The focus of the session will be classroom management in challenging situations, especially handling microaggression and course content trigger responses. 

We will view a brief webinar, and will be hearing from Liberal Arts and Management faculty Anne Devlin on her experience in the online classroom, and Mike Washco, NYS State Licensed Mental Health Counselor, and NYS Credentialed Alcohol & Substance Abuse Counselor about how we might best respond to these in-class situations and the resources available at Maria to assist us and our students in such instances. I hope you will join us as we prepare for the Spring semester and share ideas! 

APA 7th Edition released just in time for the new semester! Here's the updated site guidance: 

APA blog 7th edition guidance


Maria Community of Teaching Practice

Hands of a student taking a multiple choice exam

In our November meeting we considered the role of post-exam reviews in developing student understanding and metacognitive skills.

Today, in Beckie Supiano's Teaching newsletter for The Chronicle of Higher Education (12 Dec 1019) she shares a process used by Blake Harvard in his work with Advanced Placement psychology students to assist them in developing skills to approach multiple choice exams.

We might consider how his system for doing so might be adopted to serve our post-exam review practice, and promote meaningful individual student engagement with exam performance and importantly, understanding of the material tested. You may access his activity here and perhaps consider how it might be a time-saving way to accomplish what we all agreed was useful, but impacted teaching time. You might even like to consider using this as a post-exam review that's figured into your grading scheme in lieu of extra credit. A win-win for students and faculty!


2020 Teaching and Learning Conferences


From conferences in New York to California, and even Europe, 2020 promises to be a year of exceptional learning opportunities for faculty to connect with peers from across the country and globe to further teaching excellence and expand pedagogical approaches. Please select the link to review the range of opportunities on offer beginning in January.


Drop-in to the Center! We're upstairs in Main Building in Liberal Arts and Management wing. Our hours are listed below.

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.  Our instructional technologist is in the Center  Monday through Friday to assist you (please see hours below, or schedule an appointment out of hours at your convenience).

Course Design and Development

How does your online course stack up? Is it exemplary? Accomplished? Promising? Incomplete?

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!


Here you have access to The Journal of the Scholarship of Teaching and Learning (JoSoTL) which is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education.  

Issue Highlights:

In this issue, you may read about how faculty apply politeness theory to address uncivil behaviors in the classroom and research into the relationship between faculty caring student engagement.



Sign up to get Teaching, the free weekly newsletter from The Chronicle of Higher Education.

Inside Higher Ed

A daily news brief about what’s happening in higher education around the country, as well as career advice and information for jobseekers.

Faculty Focus

A free newsletter that shares effective teaching strategies for the college classroom.


Strategy briefs to further teaching innovation and effectiveness

NEW for January:

How to be a Better Online Teacher by Flower Darby of The Chronicle.

M-CELT November and December Archive:

Related to our Community of Teaching Practice discussion on developing metacognitive skills, Dr. Li-Shi Huang has some suggestions about how to foster critical reflection in our learners:

Three Ideas for Implementing Learner Reflection

Have you heard any of the following about learning: Listening to classical music increases reasoning ability? A primary indicator of dyslexia is seeing letters backwards? Individuals learn better when they receive information in their preferred learning styles (e.g., auditory, visual, kinesthetic)? Some of us are “left-brained” and some are “right-brained” due to hemispheric dominance, and this helps explain differences in how we learn? We only use 10% of our brain? If so, then you will enjoy reading, and learn how the academics involved in this study sponsored by the Online Learning Consortium (2019) hope to expand faculty understanding of the science of the mind and brain. 

Neuromyths  and Evidence-based Practice in Higher Education: An International Report

Reflections on becoming more effective teachers to promote learning, engagement and success

Reflections on Teaching: Mistakes I’ve Made, by Professor Chris Palmer, School of Communication at American University.

Increase Student Learning in Only 3 Seconds, by Jennifer Sullivan

And for some active learning strategies:

Status Update: Changing the Way We Deliver Instruction, by Stefanie R. Sorbet, EdD is assistant professor at the University of Central Arkansas in the Department of Elementary, Literacy, and Special Education.


Teaching Questions? Would you like a strategy or educational technology consultation?

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 Wendy or Deedra. Please be sure to state what you need help with, your name, email and what times you are available during the week.




Wendy Trevor, PhD, Assistant Professor, English, Director, M-CELT, Associate Dean for Academic Affairs

Deedra Vargo, Instructional Technologist


Monday 1:00 PM to 3:00 PM
Tuesday 1:00 PM to 3:00 PM
Wednesday 12:00 PM to 3:00 PM
Thursday 2:00 PM to 3:00 PM
Friday 8:00 AM to 12:00 PM

Other times by appointment