2020 Teaching and Learning Symposium

Permanent URI for this collectionhttps://hdl.handle.net/11274/12323


Recent Submissions

Now showing 1 - 18 of 18
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    Welcome to the 2020 Teaching & Learning Symposium
    (2020) Kapinus, Carolyn
    Welcome to the 2020 Teaching & Learning Symposium- a message from Dr. Carolyn Kapinus.
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    Best Practices for Engaging Student Learning
    (August 17) Koberna, Leslie
    Participants will learn best practice techniques to strengthen courses and active learning techniques for online and F2F courses. Participants will take away ideas for strengthening discussion board activities, using peer and self-assessments, and adapting assessments to facilitate learning. We will discuss metacognition and growth mindset related to student learning.
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    Incorporating Photo-Book of Concepts in Classes
    (August 17) Kohan, Nasrin
    The photo-book concept was designed to allow students to relate the subject matter to the real world with the purpose of enriching students’ understanding and reinforcing their appreciation of the subject. In this presentation, the details of this concept, a few poster presentations, and examples of students’ comments will be discussed.
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    Using a Customized Home Page for a Canvas Course Shell
    (August 17) Souris, Stephen
    Students should be able to navigate easily around any particular instructor’s way of setting up a Canvas course shell. This presentation will demonstrate how a customized Home Page that functions as a site index can be helpful, especially in a course that differs in numerous respects from others.
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    Writing on the Move: How Walking, Running, or Other Forms of Forward Movement Support the Writing Process
    (August 17) Hoermann-Elliott, Jacquelyn
    A growing number of writers have been able to articulate how regular walking and running practices improve their writing practices. In this short presentation, Dr. Jackie Hoermann-Elliott introduces relevant theory on embodied learning's role in the writing, and reflects briefly on how and why she adapted the instructional language of this embodied exercise to support students who are not able to walk.
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    Access vs. Accommodation
    (August 18) Levandowski, Shannon; Lohmann, Alicia
    Learn the difference between access and accommodations and then discover just how easy it can be to design courses with access in mind.
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    Connecting Classroom Skills to Everyday Life: The “Three-Column Approach”
    (August 18) Kohan, Nasrin
    This presentation will discuss “Three-Column Approach”, which is designed to demonstrate why it is important to practice problem solving and analytical thinking skills inside and outside of the classroom. Students’ responses and how this activity has helped to improve their skill sets when applied will also be presented.
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    Immersive Technologies for Teaching Biology
    (August 18) Kottegoda, Samanthi; Figueroa, Jorge
    As technology continues to become more integrated with our day-to-day lives, high-tech classrooms are fast becoming the norm. Using technology for education provokes student’s curiosity, boosts their engagement, and leads to better learning and comprehension. Incorporating immersive technologies in teaching biology can impact student learning outcomes tremendously.
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    Access in Word & PDFs
    (August 19) Hammett, Amy Jo
    Learn how to use Word and PDFs to implement Universal Design best practices in a syllabus, assignments, and other course documents.
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    Accessibility in Canvas
    (August 19) Keeley, Randa; Boonme, Ken
    These quick tips will help you make course materials usable and accessible to every student.
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    Assistive Technology
    (August 19) Cross, Nadaya
    Come explore some of the tools and devices that students with disabilities use to access instructional materials.
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    Learning Preferences
    (August 19) Asbury, Titus; Bones, Paul; Fogg, Niki
    There is variability in the way students learn and understanding learning preferences can help instructors design course materials that encourages student access, engagement and interaction.
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    Creating an Anti-Racist Classroom
    (August 20) Stabb, Sally D.
    An introduction to the essential mindset and preparation needed for creating an anti-racist classroom will be discussed. Attention will be given to critical activities such as decolonizing one’s syllabus, incorporating intersecting identities, and managing difficult dialogues in classes. Attendees will leave with resources for concrete means to make meaningful changes.
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    Using a Flipped Classroom Approach: A Conduit for Effective Online Teaching
    (August 20) Hurlbut, Amanda
    This presentation focuses on using a flipped classroom approach in blended classes or as a way to transition online mid-semester. This approach includes: creating engaging teaching content; assigning low-stakes, incentive viewing tasks; formative assessment; and classroom application. Screencasting tools and classroom activities to use in virtual/F2F environments will be shared.
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    Zoom into Canvas
    (August 20) Brown, Laura; Collins, Heidi
    Zoom is a widely used web conferencing and recording solution that offers full Canvas integration. You can use Zoom from inside your Canvas course to schedule a meeting, review recordings of meetings, add links to Zoom meetings and recordings in Announcements and Modules. In this webinar, we will share some of the best practices for working with students using Zoom.
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    Teaching Labs in a Virtual World
    (August 20) Hammett, Amy Jo
    Many educators are interested in how lab work can be translated effectively into an online format. This session will introduce different strategies to teach laboratory student learning outcomes using virtual lab simulations and at home hands on labs and present evidence that there is no significant difference in student success.
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    Experiential Learning and Foreign Language Pedagogy
    (August 20) Benner, William
    This presentation will detail the use of experiential learning in the global bilingual healthcare minor that the Foreign Languages program recently unveiled. Participants will be able to incorporate experiential learning into their courses, find interesting pathways to connect students to jobs, and create a productive feedback loop between teaching, scholarship, and service.
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    Teaching with Heart: Supporting Our Students Online and Offline
    (August 20) Davis, Ann; Levitt, June
    Many students arrive at universities with weak metacognitive skills, and this is a particular challenge for first-generation students and students from underprivileged backgrounds. Research has shown that non-content-related course features, such as scaffolding and instructor talk, can effectively support student learning. Students were surveyed at a variety of different levels regarding their study habits, their confidence in their content mastery, and how supported they felt concerning course policies. In this session, the results of these surveys will be discussed as well as their implications for how instructors might best support both new and returning students, whether online or in-person.