CITR Faculty Workshops
CITR offers a wide range of classes and delivery methods to best suit you and your departments schedules. Listed below you will find the current hands-on classroom training schedule for Spring 2014. If you or your department would like one-on-one training please let us know.
We ask that you E-mail your reservation with your Name, Department, Contact Info, and the Class you would like to attend to CITR@angelo.edu.
You can collapse or expand the training sections below by clicking on the main header for each section!
ASU Summer Institute on Teaching and Learning
The ASU Summer Institute on Teaching and Learning is a program designed to help faculty participants reflect upon their teaching and student learning. The sessions will include both external experts and recognized ASU faculty who will lead interactive sessions. Exploring issues related to pedagogy, faculty teaching, and student development are time intensive events and faculty rarely have time to engage in interdisciplinary conversations regarding techniques and shared educational goals. The ASU SITL will provide participant faculty the unique opportunity to explore effective, multi-disciplinary approaches to teaching and engaging students.
Motivation and Engagement
The 2014 SITL features Dr. Cecil Robinson (U of Alabama) and Dr. Andrea McCourt (Texas Tech University). Both speakers will offer workshops during the morning sessions. Dr. Robinson will focus on student motivation and Dr. McCourt will help faculty transition an assignment (or even a full class) to a hybrid or blended course. These morning workshops will be hands-on and faculty will participate in activities throughout the morning.
This year’s SITL includes afternoon sessions open to all ASU faculty members. Please see the SITL Description below for more information.
Faculty members who want to attend the morning workshops must complete the application.
Copyright and You
Copyright and You by Dr. Maurice Fortin (Library Executive Director) explains current copyright laws and discusses proper usage.
The One Minute Paper and Other Quick Learning Evaluations Tools
Classroom Assessment Techniques help students focus their learning while also helping faculty improve their classroom performance. CATs are designed to be quick, informative, and easy to incorporate into daily activities. Many of the techniques can be used in face-to-face classes and in the online environment.
- provide immediate feedback regarding student learning and understanding;
- help us recognize how students are learning and recognize how well we are communicating important information;
- allow us to address misunderstandings and lack of understanding quickly;
- help foster communication between students and faculty;
- promote an active learning mindset among our students;
- create a classroom environment where students feel invested in the course content.
Click on the PDF for various evaluation options: The One Minute Paper
Handmade Thinking by Dr. Laurence Musrgrove (Professor and Chair, Department of English and Modern Languages) offers us new opportunities to help students understand communication. Watch this 20 minute video and feel free to visit Dr. Musgrove’s blog page @ http://www.handmadethinking.com/
Grading in Multiple Dimensions
The following pages propose using Dropbox (or any cloud-based system), a writing tablet, and basic screen and audio capture technology to help faculty offer students targeted, engaging, and helpful comments for our students.
Angelo State - U-Search, Becoming Information Literate
Presentation by Mark Allan, Assistant Director of Research and Instruction
Collaborate Video for Faculty
Showing basic usage for Blackboard’s Collaborate Tool for an online virtual classroom. By Kristin Stanley.
Blogging and Student Success
Blogging and Student Success - An overview of the Hows and Whys to use a Blog in Education today.
Using Google Docs for Class
You can even embed Google Docs Presentations right on a web page or Blackboard!
Here are PDF Instructions submitted by ASU Student Laura Carpenter: GoogleDocs Instructions
If you wish to enable RamMail Docs for yourself and your students, you may submit a ticket to the IT Service Center:
RamPort – Work Life – Information Technology Services (lower middle column) – Submit online request. A new window will open, select “Submit New Ticket” from the left hand menu.
Here is suggested content for the request (just replace the # with your own course information):
RamMail Docs access for instructor and students
Please enable RamMail docs for myself and my class - USTD 1101 [F##], CRN ######
Once enabled, you will be able to access the ASU Google Apps from http://rammail.angelo.edu or the RamMail icon in RamPort.
Scholarship consistently points to the importance of creating a sense of connection in the online class. This sense of community helps students apply the material and enhances learning. Importantly, we can also utilize this sense of connection to help alleviate academic integrity issues as well. The CITR presentation offers insights and tips to help faculty teach students integrity so we can stop them before they make a mistake.
Flipping the Classroom
There is a growing body of evidence that hybrid learning models benefit students and increase learning. Hybrid classes, blended classes, and flipping the classroom are variations of the same idea: faculty combine online and face-to-face instruction, moving lectures outside of class and hands-on activities inside the classroom. Doing so provides real-time instruction and help with the skills students need to succeed in class. The CITR offers this presentation as an introduction for faculty who are interested in flipping the class.
Student Learning Outcomes
SLOs help faculty focus course material, exams, and assignments on larger program and university learning goals. Additionally, clearly articulated SLOs help students recognize how the course material connects to their larger educational experiences. The CITR presentation offers faculty information and suggestions for writing and using student learning outcomes effectively to help students learn and faculty teach.
Learning Outcomes Syllabus Model
Building a better syllabus requires some self-reflection and some coordination: objectives might be specific to individual classes, but learning outcomes might be shared across departments.
While students benefit from a clear and detailed syllabus, producing a learning-centered syllabus offers the faculty an important opportunity to reflect on his or her assignments, exams and other classroom activities. Simply put, your syllabus should help students (and you) understand what you want students to understand and be able to do after completing your class.
The CITR has created a Syllabus Template that reflects the best practices at ASU. Obviously, there are classes that require unique items on the syllabus. If so, you shoud add them.
Faculty Development Plan Template
One of the easiest and most useful ways for faculty to develop as a faculty is the creation of a faculty development plan. Faculty at any stage in their career can find it refreshing and invigorating to examine both past career accomplishments and future career goals. Junior Faculty often find it helpful to create development plans in line with department, college and university tenure and promotion guidelines.
This folder contains a Faculty Development Template that you might find useful as you map out your next few years at ASU.
Reading the Tea Leaves: IDEA Results and Student Learning
The primary goal of any student evaluation system must, quite frankly, be affording faculty insight into student learning. Such a system should provide honest feedback that allows faculty members to reflect on teaching, learning, and course objectives. The IDEA form provides faculty with opportunities to analyze courses in order to improve instruction.
The CITR updated the following information for ASU faculty on February 14, 2013. A corresponding audio recording will be available soon on the video section of this page.
Midcourse evaluations offer the faculty member an opportunity to gauge student progress on learning outcomes and course objectives. Doing so increases student learning.
This folder contains the CITR recommended midcourse evaluation for faculty who prefer to hand a copy to the class directly. For those faculty interested in embedding the evaluation in your Blackboard class, go to the Support tab in Blackboard and scroll down to the Midcourse Evaluation directions.