Provost's Teaching summit
Monday, April 26th, 2021
12:00 PM - Virtual Poster Session opens (links will be added to this website)
2:00 PM - Event Opening, Welcome Remarks from Dr. Joanne Goodell & Dr. Jianping Zhu
2:20 PM - TEA Awards Project Conclusions and New Awardee Project Previews
3:10 PM - Recognition of Faculty Champions
3:40 PM - Textbook Hero Award
3:45 PM - Event close
The Virtual Poster Session for the 2021 Provost's Teaching Summit will open at 12:00PM EST on April 26, 2021.
|Taking the temperature of the room: fostering online connections by connecting to students' mood through images||Emily Rauschert, Biological, Geological & Environmental Sciences||Students need to feel connected to a class and to the material to learn effectively. I use pictures to start off class to recognizing students' emotional states and my own, as part of what we bring to learning each day.||Poster|
|Using a Liquid Syllabus/Class template||Dana Hubbard, Criminology, Anthropology & Sociology||Updates on traditional syllabus and class organization both in and out of the classroom.||Poster|
|Flipping the Classroom on Zoom: Experiences from a Graduate Social Work Course||Cyleste Collins, Social Work||Figuring how to adapt in-person teaching to Zoom brings a number of challenges. This poster describes the presenter's experiences with her Fall 2020 graduate level human behavior theories course in adapting her normally flipped in-person classroom to a synchronous Zoom setting. The presentation emphasizes strategies and tools and shares instructor and student feedback on the experience.||Poster|
|Creating and Administering Online Exams||Anne O'Connor, Chemistry||In this video, I will show how to create and administer an online exam to minimize cheating||Video link|
|Blackboard Collaborate: Keep Track of Daily Attendance for Large Classes Delivered on Blackboard Collaborate||Anne O'Connor, Chemistry||In this video I will show how to track student attendance in Blackboard Collaborate. I will show how to combine the .csv files for each lecture meeting into one file for attendance reporting purposes.||Video link|
|Micro Documentary: Film Production and Storytelling Skills during the Pandemic||Cigdem Slankard, Maria Gigante & Richard Sherman, Film & Media Arts||This poster presents a new project assigned in the FMA 252: Film Production II course. In this project-based course, students typically work in teams and create short films from the inception of the idea to the completion of the final film, a process which often necessitates a large cast and crew. We developed the micro-documentary project (1) to accommodate COVID safety guidelines during film production, and (2) to make space for documentary storytelling in the scope of this course.||Presentation|
|Applying Affordable Textbooks in Psychology||Liz Goncy, Psychology||Using open access materials and textbooks for teaching psychology.||Poster|
|Navigating Online Discussions||Marnie Rodriguez, Criminology, Anthropology & Sociology||Building on knowledge gained by participating in several Center for Faculty Excellence and Center for E-learning opportunities at CSU, over the past year I have worked on improving my online discussion board assignments. Here I present some strategies for navigating discussion board assignments, share some examples from my courses, and provide a few general reflections based on my experiences.||Poster|
|Dynamics with Desmos||Luiz Felipe Martins & Ieda Rodrigues, Mathematics||In this presentation, we describe the use of Desmos for teaching Dynamical Systems. Desmos is a free online graphing platform, which we explore to present concepts related to the study of families of flows. Topics considered include stability, phase line plots, characterization of bifurcations and drawing of bifurcation diagrams.||Poster|
|Fostering Engaged Learning Online||Toni Paoletta, Marketing||Simple tricks to encourage engagement online.||Poster|
|Using Perusall for Collaborative Reading of Open Educational Content||Thijs Heus, Physics||I present my Perusall collaborative reading setup to combine open content from a variety of sources to create a coherent online class room experience.||Video|
|Using the Textbook to Strengthen Students' Online Discussion Skills||Mamadou Seck, Social Work||Teaching the dialectical methodology (Thesis; Anti-thesis; Synthesis) to strengthen discussion skills.||Presentation|
|Affordable Resources for Teaching Human Gross Anatomy||Anne Su, Health Sciences||Assessment of open educational resources during the Textbook Affordability Summer Symposium 2020.||Poster|
|Innovative Online Teaching Techniques and Methods for Undergraduate Cybersecurity Course||Sathish Kumar, Electrical Engineering & Computer Science||The existing undergraduate Cybersecurity course was modified to offer in asynchronous online method, without compromising the rigor and quality incorporating innovative teaching techniques and methods such as online labs, video-based instructions, and reorganization of course structure in LMS to name a few.||Poster|
|Using Classical Chinese Literatures to Serve Advanced Curriculum Development in Chinese as a Foreign Language (CFL) Education||
Lih-Ching Wang, Curriculum & Foundations
Xuan Song, Urban Education
|Starting from this gap, this research proposes a hypothesis that using Classical Chinese Literatures (CCL) to serve for advanced CFL curriculum development. As CCL had been widely recognized as the condensed Chinese cultural inheritance which manifest the essence and authenticity of Chinese culture and language. Grounded in the constructivism paradigm and the sociocultural conceptual framework, a qualitative approach of Interpretative Phenomenological Analysis (IPA) is used to guide research design and investigate the research question that: what is the essence of using Classical Chinese Literatures to serve for CFL curriculum development? This research might provide CFL teachers a boarder view and constructive approaches in curriculum development in order to embrace the “Five C Standards”.||Poster|
|Management Strategies for Online Learning Environments: Introducing Assignments, Using Groups, and Providing Student Support||Rachel Wlodarsky, CASAL||These pre-recordings discuss the rationale, and process of setting up small groups, introducing assignments, and providing student support in online learning environments. The presenter shares her screen with viewers and shows them "how to" accomplish the above strategies while at the same time, provides an explanation as to the effectiveness of such strategies.|
|Teaching Advanced Design Concepts Using MATLAB Applications||Jorge Gatica, Chemical & Biomedical Engineering||The design of Chemical Reactors under non-isothermal conditions can lead to a condition known as Thermal Runaway, which typically results in an explosion. This condition is the result of a complex interaction between reactor design variables. In this module, the application can illustrate the effect of different variables on reactor performance and safety.||Poster|
|Using a Blended Learning Approach and Digital Tools to Foster First-Year Writing Student Engagement During the Pandemic Semesters||Melanie Gagich, First Year Writing Program, English||This PowerPoint presentation begins with a review of blended learning and how I integrated this approach during the pandemic semesters. It also includes a discussion of digital tools (Zoom, Jamboard, Google Docs, and Blackboard) and pedagogical practices I used to support blended learning and promote engagement during synchronous and asynchronous sessions. The presentation concludes with anonymous feedback from fall 2020 and spring 2021 First-Year Writing students.||Presentation|
|Before the Learning is the Delivery||Sandra Chincholkar, Mathematics||This presentation focuses on how to get the content to the students so that they use the content. They say "repetition is the key to learning" and it is also the key to delivery. I discuss multiple modes of delivering course information, non-coordinator provided course materials, tests and instructor help. The more delivery options the more students one can “catch”.||Presentation|
|Incorporation of OER Interactive Simulations in Chemistry||Erin Avram, Chemistry||Many concepts in chemistry are challenging to grasp because they require abstract thinking about structures and relationships at the microscopic and atomic scale. The use of interactive simulations can guide student learning by providing visual representations of these relationships and opportunities for exploration and experimentation. The goal of this project was to incorporate interactive simulations that are also Open Education Resources in my courses to increase student engagement and learning.|
|Embedding Open Resources in MBA 500: Environment of Business||Toni Paoletta & Alexsandra Sukhoy, Marketing||OER enables professors to curate the most customized, current and compatible class content. By choosing to use OER materials in your course, you are conveying to students that you care about their financial burden.||Poster|
|Creating a Community of Inquiry Remotely with SharePoint and Blackboard||Julie Townsend, English||Using the Community of Inquiry model to support the use of SharePoint and Blackboard for sharing writing and ideas.|
|Textbook Affordability & Fairness||Jeneen Rieser, Political Science||Textbook Affordability||Video|
|Youth Participatory Action-Based Research (YPAR)||
Molly Buckley Marudas, Teacher Education
Angela Capuano Fant, Doctoral Studies Education
|I teach and support youth-led research among 9th grade students through bi-weekly class meetings to teach how to identify, research, and develop a proposal based on topics of interest to contribute to future action within students’ communities.||Poster|
|The Cleveland Teaching Collaborative: Designing and Leveraging an Educator Innovation Hub||
Shelley Rose, History
Molly Buckley Marudas, Teacher Education
|This poster will share our effort to build an educator innovation hub to support the professional growth and learning of local educators. The network includes three specific components: educator-authored case studies published to the CTC blog, a crowd-sourced open access Resource Referatory, and regular peer-to-peer support opportunities. The collaborative focuses on pandemic pedagogies but also has an eye on well as looks towards post pandemic pedagogies.||Link|
The CFE Reflection in Action Series is a new collaborative project with the Center for Instructional Technology and Distance Learning (CITDL) to historically document how our faculty have transitioned to remote teaching. This series of audio reflections chronicles the insights and experiences of CSU faculty as Spring 2020 classes were quickly transitioned to remote delivery. Many faculty had to adopt new teaching strategies, learn new tools, and creatively adapt their courses to meet the needs of our students. Hear from your colleagues and consider giving your insight to this ongoing project. This will feature short audio reflections recorded via remote interview throughout April 2020. If you are interested in participating, please email Chris Rennison at firstname.lastname@example.org.
Produced by Chris Rennison from the Center for Instructional Technology & Distance Learning, in cooperation with the Center for Faculty Excellence and the support from our campus partners noted below. Click the link to visit our external site and listen to faculty reflections.
To recognize the tremendous efforts of our faculty, especially after an entire year of remote/ hybrid teaching, the 2021 Provost's Teaching Summit will continue in a virtual format.
Hear from CSU faculty on interesting teaching initiatives and techniques they have tried during our Virtual Poster Session (asynchronous). Virtual Posters will include short PowerPoint presentations, PDFs, and Panopto recordings to document each contributors teaching innovation.
Our synchronous event will be held via Zoom and will include an address from Provost Zhu and an update on the Teaching Enhancement Awards. Past and present Teaching Enhancement Award winners will present their topics and findings. The Textbook Hero Award will be presented by representatives from the Student Government Association and Open Educational Resources (OER) Committee.
Links for synchronous and asynchronous elements of this event will be made available on this page. All content will be recorded and made available for viewing after the event for those who are unable to participate in the live sessions. Certificates for presenters and participants of Center for Faculty Excellence workshops, book discussions, and Faculty Learning Communities will be emailed at a later date.
Questions? Please feel free to contact us.