Spring 2020 Offerings from CETL

This semester, CETL is excited to bring you a full slate of programming across a wide range of topics and times. As any of you who have tried to schedule committee meetings has already learned, when schedules grow more complicated, it’s difficult impossible to find a regular day and time which work for everyone.

GIF image of frustrated man throwing a computer
Me trying to sechedule a 3-person meeting

Therefore, our expanded roster of one-hour Conversations on Teaching sessions will be offered in multiple time slots, and those will be on as many different days as possible as we try to accommodate as many schedules as we can. We will also be piloting an effort to record some of these sessions and house them online for folks who can’t attend any of the scheduled live sessions but are still interested in the topic.

In addition, CETL will also offer a series of “Lunch and Learn” programs,  tightly-focused half-hour sessions on topics such as a specific digital tool for teaching, or an introduction to the research on a particular teaching and learning issue. Designed to be as concise and accessible as possible, these lunch-and-learns are meant to be conversation-starters; we hope that they pique your interest in a topic and lead to follow-up conversations, or perhaps spark a project or change to teaching practice. As the name suggests, please feel free to bring your lunch with you, and join the discussion on teaching and learning in a relaxed and informal setting.

So without further ado, here is the Spring, 2020 schedule of CETL programming. All Conversations on Teaching sessions will last approximately one hour, while Lunch and Learn sessions will be a half-hour. Unless otherwise noted, these sessions will be held in the CETL (Rasmussen 208), and all faculty and staff are invited to attend any and all which are of interest. We will continue to send Outlook calendar invites as the dates for each session draw closer, and the calendar on this blog will be updated with all of these programs as well.

Conversations on Teaching: 

IDEA for Faculty and Department Chairs: using IDEA data effectively for our own individual practices, or in departmental assessment. The first half-hour will be for general faculty, the second half-hour for department chairs.
Tuesday, Jan. 14, 3-4 PM
Saturday, Jan. 18 9:30-10:20 AM (general faculty only)
Tuesday, Jan. 21, 11 AM-12 PM

The TILT (Transparency in Learning and Teaching) Framework: By request, we’re bringing back this topic from last semester. Using an evidenced-based framework for assignment design can lead to remarkable results for our students. Come see how you can “Tilt” your assessments (an easy process-a “tilt” rather than a “rebuild”-which you can integrate into courses right away).
Wednesday, Jan. 15, 10-11 AM
Thursday, Jan. 16, 3-4 PM
Saturday, Jan. 18, 10:30-11:30 AM (right after the IDEA session)

Creating Presence in Online Teaching: One of the most difficult things to do in a fully-online course is to maintain presence for both the instructor and students. This session will examine ways in which we can enhance our own presence as instructors, as well as promote both social and cognitive presence among our online students. You’ll leave with not only a grounding in the research about presence, but some specific tools you can implement in your own courses.
Tuesday, Jan. 28, 4-5 PM

Using Blogging to Enhance Student Learning: Looking for a way to get your students writing more, but not just in the typical high-stakes essay format? Want to help promote more active and engaging discussions than you might be getting in the Blackboard Discussion Boards? Interested in developing your students’ skills in using online platforms? Blogging may be the solution you’re looking for! This session will examine the various ways in which blogging can help promote your course’s learning goals and build students’ proficiency in writing. Whether you’re teaching face-to-face or online, blogging can help spark collaboration and more meaningful learning for your students.
Tuesday, Feb. 4, 3:30-4:30 PM
Thursday, Feb. 6, 11 AM-12 PM

Creating and Using Rubrics Effectively: Rubrics, if used thoughtfully, are a great way to make your assessment and grading more efficient without sacrificing the quality of your feedback to students. A good, effective rubric takes time to construct, however. Plus, there are strategies we should use to make sure it doesn’t stifle either our students’ creativity or the possibilities of our assignments. This session will explore both of those areas, and participants will leave with resources to construct their own effective rubrics.
Tuesday, Feb. 18, 3-4 PM
Wednesday, Feb. 26, 12-1 PM

Introduction to Open Educational Resources (OER): More and more of our students are having difficulty keeping up with the rising costs of textbooks and course materials, and we know this a significant barrier to student success. This session explores an alternative to costly materials-Open Educational Resources. OERs are freely available and almost always peer-reviewed sources, and they can be accessed and even remixed for free as well. We’ll look at what OERs are out there, explore some of the major OER platforms, and think about the possibilities for courses that would contain no additional costs for their materials.
Monday, Mar. 2, 4-5 PM
Tuesday, Mar. 3, 11 AM-12 PM

Helping Students Learn from Failure: What happens when a student fails and exam or a some other high-stakes assignment? Sure, we give them feedback, but do our students know how they might most effectively use it? This session will look at ways in which failure or other academic adversity can be leveraged in the service of further learning, rather than simply shutting things down. We’ll explore how we might create opportunities for students to practice reflection and metacognition in order to successfully integrate feedback into their work.
Wednesday, Mar. 11, 4-5 PM
Thursday, Mar. 12, 10:30-11:30 AM

From Open Educational Resources to Open Education: This session will look at how the ethical stance of OERs (accessibility, transparency, and collaboration) can be scaled out to an entire pedagogical philosophy. What might it mean, for example, to adopt the idea transparency across one’s entire course? How might the ethic of access inform the ways in which we create (and evaluate) assignments? Open Educational Resources are becoming a larger and larger part of the conversation around higher education; Open Education itself is a possible next step. This session will explore what that might look like.
Tuesday, Apr. 14, 3:30-4:30 PM
Wednesday, Apr. 15, 10-11 AM


Lunch & learn sessions

(all of these run from 11:00-11:30 AM)

Wednesday, Jan. 22: Cool Blackboard Tricks
Want to learn how to embed PDFs and videos directly into Blackboard? To de-clutter the menus you and your students encounter? To custom-tailor your communications? Or to see usage/access data for your courses? This session is for you!

Thursday, Jan. 30: Financial Precarity and Student Learning
What does recent research about financial precarity tell us about our students’ experiences? How might it inform our educational practices? This session will look at some recent scholarly work on the subject and consider how financial precarity impacts teaching and learning at Grand View.

Wednesday, Feb. 5: Tech Tools-Annotate the Web with Hypothes.is
Hypothes.is is a group annotation tool that works on nearly any website. It’s an excellent way for students to collaborate and discuss particular texts or digital materials in the same online space, particularly if you’re teaching online. In this session, we’ll demo the tool and discuss some of the possible ways you could use it.

Thursday, Feb. 13: Bandwidth Research
Originally developed by researchers studying the effects of poverty on cognition, “bandwidth” has become a useful way to think about student learning as well. In particular, we might ask how many of our students are not able to employ their full cognitive bandwidth in a particular learning situation? This session will provide a brief overview of bandwidth research, and discuss what its implications are for our own campus and classrooms.

Monday, Feb. 17: Tech Tools-Audio Feedback
Interested in a technique that can cut your grading time by nearly half, while still maintaining the quality of your feedback? This session will demonstrate a few easy ways to provide audio feedback to student work, and discuss the ways in which it might even be more effective than written feedback.

Tuesday, Mar. 10: Tech Tools-YouTube as a Teaching Tool
YouTube is an enormous platform with an even larger reach, and is easy enough to use that it could be an excellent tool for courses. This session will explore the ways in which you might use YouTube for student learning, create a private channel for a course, and other ways this tool can be integrated into your class space.

Tuesday, Mar. 24: Low-Stakes Writing Practice for Students
The one sure way to become a better writer is to practice. But not all practices are alike, and there are times we ought to give our students the opportunity to develop their writing practice without the pressure of high-stakes assignments (like fiormal essays or research papers). This session will explore a number of low-stakes exercises you can easily integrate into your courses to allow your students the opportunity to practice writing for different audiences, contexts, and purposes.

Friday, Apr. 3: Tech Tools-Padlet
Padlet is an easy-to-use digital tool that allows you to create and customize a course space where you and students can post and discuss  a variety of texts and media-from text to weblinks to audio/video recordings, as well as a number of other formats. This session will demonstrate how Padlet might be used in a course environment, and explore its possibilities for your own classes.

Tuesday, Apr. 14: Tuning Up Your Finals
Not sure if your final exam or assignment is aligned with your course outcomes? Want to make sure it is clear enough for students? Would you feel better simply having another set of eyes look it over? Drop by CETL, and we’ll help you ensure that your final exams and/or project assignments are clear for students, aligned with your course goals, and likely to produce the type of work you’re after.


We hope to see you at as many of these sessions as you can attend! But CETL can assist in other ways, too; if you have any teaching and learning related question or issue you’d like to work through, simply click this link to schedule an appointment with Kevin.

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