M-CELT is building an online resource repository to support faculty in course development and design. Watch this space for the roll-out of this M-CELT page coming soon!
The global pandemic and events surrounding the tragic death of George Floyd have exposed further inequities in American society. Recognizing the impact of these events and acknowledging the effect this has, and will continue to have on students, as well as faculty, voices from the academy have joined together to share ideas about teaching and learning during this challenging time.
From: The Chronicle of Higher Education, Beth McMurtie's "What Does Trauma-informed Teaching Look Like?" explores the importance of anticipating, and mitigating the impact of stress on students in the classroom.
From: Faculty Focus, "You Belong Here: Making Diversity, Equity, and Inclusion a Mission in the Classroom," a report penned by several academics to assist faculty in addressing difficult conversations about race in the classroom in order to create a welcoming environment in support of diversity, equity, and inclusion.
Digital Accessibility: How does your course measure up?
Since the pivot to fully-online instruction, with more courses being transitioned to the online space, accessibility continues to be and important and relevant topic. 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).
As you evaluate your courses in preparation for the fall semester, if you have questions about accessibility, navigability or Universal Design for Learning, please contact M-CELT via the link below.
With the mid-March pivot to virtual instruction, faculty whose courses were delivered onsite had to quickly transfer materials and delivery to the online space. For those faculty around the country with little or no experience with online course development and delivery, this may have seemed like a formidable task. Now however, this experience, combined with an uncertain future of fully face-to-face teaching resuming soon, offers an opportunity for faculty to develop their online course design and teaching strategies.
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 amd Information; Technology and Tools; Design and Layout; Content and Activities; Interaction; and Assessment and Feedback.
As you plan for whatever the fall teaching scenario may bring, why not take a look through this useful resource made available by Open SUNY and the Online Learning Consortium?
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July 10 |
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Saratoga Springs, NY |
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October 25-27 |
Indianapolis, IN |
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October 26-29
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Boston, MA |
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October 27 -30 |
International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Conference |
Perth, Australia |
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November 17-20 |
Orlando, Florida |
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 Liberal Arts and Management 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.
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!
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Metaliterate Learners Thomas Mackey, SUNY Empire
“The Humanities as Technology's Necessary Partners"
Laurie Grobman, Penn State
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:
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.
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.
This Issue Highlights:
Breaking Through Student Bias with Creative Debate Assignments by Daniel M. Settlage, University of Arkansas-Fort Smith
Past Issue Highlights:
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
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 an appointment with Wendy. Please be sure to state what you need help with, your name, email and what times you are available during the week.
Staff
Wendy Trevor, PhD, Assistant Professor, English, Director, M-CELT, Associate Dean for Academic Affairs
Hours
As a result of the move to virtual instruction, our hours have changed. We are available for remote consultations and for Blackboard and Blackboard Collaborate pedagogical support Monday through Friday by appointment. To set up an appointment, please send an email to Wendy. For Blackboard troubleshooting, please contact the IT Help Desk.
