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M-CELT: Home

Maria College Center for Excellence in Learning and Teaching


Maria College Center for Excellence in Teaching and Learning 

 Spring into Summer 2022



The Chronicle video (and HonorLock) How to Build Academic Integrity in Online Courses

Inside Higher Ed video How to Create Authentic Online Assessments that Promote Academic Integrity

Faculty Focus Live podcast #31: Authentic Assessment Strategies: Assessing Learning that Empowers Your Students

From Twenty-Minute Mentors:(Maria faculty have free subscription access)

  • Design and Teach an Equitable and Inclusive Course

  • How Can I Get Students to Take Responsibility for Their Own Learning?

  • How Can I Incorporate Best Practices into My Online Teaching?

  • Resources on writing exam questions

From the Journal of the Scholarship of Teaching and Learning

JT Torres of Quinnipiac University explores the way that open-ended feedback that is dialogic, interpretative, and revisionary, fosters co-regulation and metacognition. 
Feedback as Open-Ended Conversation: Inviting Students to Co-Regulate and Metacognitively Reflect During Assessment

Chang Wan Woo, Toni S. Whitfield, Lori L. Britt, and Timothy C. Ball of James Madison University examine student responses to traditional and innovative classroom spaces in relation to engagement and community.
Students’ Perception of the Classroom Environment: A Comparison between Innovative and Traditional Classrooms

From The Chronicle Teaching:

Let’s Talk About Teaching: Teaching Students' Ideas on Overcoming Disengagement

with Beth McMurtrie (You will need to sign-up via the link to access the article and a free account). 

From ACUE: Free Webinar Recordings
Online Teaching Toolkit: Managing your Online Presence, Tips for Getting Started.
Recording Effective Microlectures

From the Journal of Teaching & Learning Inquiry Volume 9 2021 and Volume 10 2022:

Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors by Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith

Challenges of Shaping Student Study Strategies for Success by Trent Maurer and Catelyn Shipp

The Effect of Collaborative Learning on Academic Motivation by Chad N. Loes

  What do you believe about teaching and learning?

Bryan Goodwin shares some thoughts we might consider, and debunks some long-held erroneous "zombies" that may be holding us back, in his article for Educational Leadership, "Zombie Ideas in Education".

FERPA and Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices



How Conversations Help Us Learn
with JT Torres, Quinnipiac University  

Why Teaching is Harder Than You Think
with Marshall Jones, Winthrop University  

Brain-Based Teaching to Improve Student Learning
with Timothy Abraham, Utica College 



Professional Development Opportunities

August 3-5, 2022 Annual Distance Teaching & Learning Conference. Virtual
August 8-10, 2022 Lilly National Conference. Asheville, NC
September 7-8, 2022 RAISE 2022 Conference. Brayford Way, Lincoln, UK
September 29-30, 2022 Focus on Teaching & Technology Conference. Virtual


an open laptop on a desk with two hands typing on the keyboardDrop-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. 

Digital Accessibility: How does your course measure up? 

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.

Mission-Centered Teaching

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": 

The Catholic Intellectual Tradition: A Conversation at Boston College



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.



New to Teaching?

The Damaging Myth of the Natural Teacher with Beth McMurtrie

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: 

Faculty Focus Podcasts:  

  • Metacognition—The Bridge to Student Success with Ben Blood

  • Overcoming Student Distaste for Collaborative Group Work Online with Wendy Trevor

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:

From Inside Higher Ed and EduCause 


A student in an advising session with a faculty member

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



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 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),

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:

Monday, Tuesday, & Wednesday 8:30 AM - 4 PM


Thursday & Friday 8:30 AM - 4 PM.

By appointment

As a result of the move to virtual instruction, our hours have changed. We continue to be  available for remote consultations for Blackboard, Blackboard Collaborate, Zoom and Panopto 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.