Faculty Liaisons Meeting October 10, 2008

Open access opportunities

Open access opportunities

October 22, session on Writing to Learn Dr. Derrick Virgil 12.30pm November 12, Session on Global Understanding Project Study abroad group – Chile 12.30pm

October 22, session on Writing to Learn

Dr. Derrick Virgil

12.30pm

November 12, Session on Global Understanding Project

Study abroad group – Chile

12.30pm

One topic every other week 1pm to 2pm R.J. Reynolds Center, room 138 Will start October 23 rd , 2008 Topics will include: Active learning with discussion boards, blogs and wikis Keeping your students informed with Bb Monitoring your class success with Bb statistics Learning units / stepping students through the process

One topic every other week

1pm to 2pm

R.J. Reynolds Center, room 138

Will start October 23 rd , 2008

Topics will include:

Active learning with discussion boards, blogs and wikis

Keeping your students informed with Bb

Monitoring your class success with Bb statistics

Learning units / stepping students through the process

Funding opportunities for full time faculty who want to attend or present at TLC in USA Preference will be given to presenters and first-time TLC attendees. Up to 2 out-of-state, or 2regional + 1national TLC Registration fee + hotel + travel Attendee/department pays all other expenses Department should support funding request Attendee should post lessons learned in TLC blog, socialize knowledge with colleagues, and deliver copy of travel documents to CETL

Funding opportunities for full time faculty who want to attend or present at TLC in USA

Preference will be given to presenters and first-time TLC attendees.

Up to 2 out-of-state, or 2regional + 1national TLC

Registration fee + hotel + travel

Attendee/department pays all other expenses

Department should support funding request

Attendee should post lessons learned in TLC blog, socialize knowledge with colleagues, and deliver copy of travel documents to CETL

Will be a blended course over a year spam Develops competence for Use of Blackboard for teaching Active learning syllabus redesign Face-to-face interaction Electronic resources Teaching strategies Learning Assessment skills Instructional design skills Web 2.0 for teaching Other topics as needed

Will be a blended course over a year spam

Develops competence for

Use of Blackboard for teaching

Active learning syllabus redesign

Face-to-face interaction

Electronic resources

Teaching strategies

Learning Assessment skills

Instructional design skills

Web 2.0 for teaching

Other topics as needed

Develops competence for: Setting up and facilitating “from the side” online pragmatic dialogues. Selecting and integrating technologies into teaching Revising course syllabi for active learning with support of technology Seven week blended training Introductory face-to-face session Six week of online discussions and reflections Personalized advise for course syllabus redesign Offered three times per year.

Develops competence for:

Setting up and facilitating “from the side” online pragmatic dialogues.

Selecting and integrating technologies into teaching

Revising course syllabi for active learning with support of technology

Seven week blended training

Introductory face-to-face session

Six week of online discussions and reflections

Personalized advise for course syllabus redesign

Offered three times per year.

Standards for evaluating distance learning courses Focuses on three major categories (types of standards) Essential (17) Very Important (11) Important (12) A score of 72/85 is required for a DL course to meet QM standards Under consideration by a committee from the Provost Council

Standards for evaluating distance learning courses

Focuses on three major categories (types of standards)

Essential (17)

Very Important (11)

Important (12)

A score of 72/85 is required for a DL course to meet QM standards

Under consideration by a committee from the Provost Council

Fosters research-based teaching innovations Integrates research with teaching Requires IRB authorizations Generates knowledge about teaching interventions Feeds paper o video-paper writing Offered as a yearly activity Two day face-to-face workshop Research proposal Research implementation over Fall semester Paper or video-paper at the end of the process

Fosters research-based teaching innovations

Integrates research with teaching

Requires IRB authorizations

Generates knowledge about teaching interventions

Feeds paper o video-paper writing

Offered as a yearly activity

Two day face-to-face workshop

Research proposal

Research implementation over Fall semester

Paper or video-paper at the end of the process

10 faculty members Working on adding audio to courses in Bb Also will include adding video to courses through embedded links

10 faculty members

Working on adding audio to courses in Bb

Also will include adding video to courses through embedded links

Purpose: To improve classroom interaction Immediate feedback Attendance call On the way surveys / quizzes Priorities: High DFW courses Hard to teach courses/ hard to learn units Pilot experiences

Purpose: To improve classroom interaction

Immediate feedback

Attendance call

On the way surveys / quizzes

Priorities:

High DFW courses

Hard to teach courses/ hard to learn units

Pilot experiences

Purposes: To support collaborative, experiential and inquiry-based learning in Anatomy and Physiology classes To learn from one-on-one computing in classroom setting Technology provided Tablet PC machines Simulators DyKnow collaborative and course management software

Purposes:

To support collaborative, experiential and inquiry-based learning in Anatomy and Physiology classes

To learn from one-on-one computing in classroom setting

Technology provided

Tablet PC machines

Simulators

DyKnow collaborative and course management software

Ensures books + digital manipulative for every student Includes models and simulators to promote reflective inquiry Includes clickers to promote active classroom participation Will produce a digital portfolio and a final report Teaching strategies + reflection Students’ learning + reflections Lessons learned + action lines

Ensures books + digital manipulative for every student

Includes models and simulators to promote reflective inquiry

Includes clickers to promote active classroom participation

Will produce a digital portfolio and a final report

Teaching strategies + reflection

Students’ learning + reflections

Lessons learned + action lines

Global understanding curriculum Goal: to share cultural and discipline-specific knowledge and experiences in a real-time virtual classroom Participants: business schools from universities located in the following countries: Sweden, Turkey, Greece, Spain, England, Italy, and France Rationale: WSSU students will gain culturally-relevant knowledge about conducting business in other countries without incurring the cost of traveling abroad. Students will be better equipped with the tools to adapt to an ever-changing world

Global understanding curriculum

Goal: to share cultural and discipline-specific knowledge and experiences in a real-time virtual classroom

Participants: business schools from universities located in the following countries: Sweden, Turkey, Greece, Spain, England, Italy, and France

Rationale: WSSU students will gain culturally-relevant knowledge about conducting business in other countries without incurring the cost of traveling abroad. Students will be better equipped with the tools to adapt to an ever-changing world

Purpose Develop a central database, for faculty to record their teaching, scholarship, and service activities To allow administrators access to organized reports about faculty teaching, scholarship, and service activities To meet requirements of accrediting agencies as it relates to reporting and access to information about teaching, scholarship, and service activities

Purpose

Develop a central database, for faculty to record their teaching, scholarship, and service activities

To allow administrators access to organized reports about faculty teaching, scholarship, and service activities

To meet requirements of accrediting agencies as it relates to reporting and access to information about teaching, scholarship, and service activities

To be developed in collaboration with LIFE center Collaborative definition of courses to be produced Shared framework + strategies WSSU will design, implement and test one course Each partner will produce and test one course LIFE Center is a network of R+D organizations Leaders: U. Washington, Stanford U, SRI Participants: 7other universities, WSSU included Sponsor: NSF, 5 years

To be developed in collaboration with LIFE center

Collaborative definition of courses to be produced

Shared framework + strategies

WSSU will design, implement and test one course

Each partner will produce and test one course

LIFE Center is a network of R+D organizations

Leaders: U. Washington, Stanford U, SRI

Participants: 7other universities, WSSU included

Sponsor: NSF, 5 years

Survey was applied Purpose To provide a Blackboard infrastructure where faculty can go to engage in discussions with each other about writing strategies to improve students’ writing skills. To provide writing resources for faculty To provide ongoing external writing consultant collaboration from which faculty can benefit To provide ongoing internal writing consultant collaboration from which faculty can benefit

Survey was applied

Purpose

To provide a Blackboard infrastructure where faculty can go to engage in discussions with each other about writing strategies to improve students’ writing skills.

To provide writing resources for faculty

To provide ongoing external writing consultant collaboration from which faculty can benefit

To provide ongoing internal writing consultant collaboration from which faculty can benefit

Have a great fall break

Have a great fall break