Announcement

Please Enjoy your summer break! (1)

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You will never believe who…

Stopped by the Faculty Grading Oasis during finals week and finished all their grading—You! Come see us during finals week for open space, coffee, snacks, tech support from TLP, and assistance (FERPA compliant) from our student staff.

It is that time of year. Grading is piling up, and each piece of click-bait you see looks more enticing as you try and avoid the regular task of finishing your grading. With that in mind, our “reasons to visit” the Grading Oasis is inspired by the click-bait you should avoid:

  1. Genius uses this one weird trickto finish all their grading. Seriously, going somewhere new and having some help makes a difference.
  2. You won’t believe what this instructor looks like nowhappy once they have come by the Grading Oasis for coffee and snacks. We buy, and you thrive.
  3. Healthy professors do this one thing to stay youngthey get help with their grading. Our students help with blinded grading, alphabetizing, anything FERPA allows them to assist with. TLP help is two doors away!
  4. Warren Buffet is warning teachers not toprocrastinate on finishing grading. Avoid the artificial extension of your classwork into the summer by doing it soon.
  5. Shocking photos of polar bear attacks-okay I don’t have a tie in for this one, I just like polar bear videos.

Grading Oasis (4)

 

The call for the 23rd annual CELT conference is live! Submit an abstract today to change the world tomorrow—or maybe in October.

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Don’t forget to subscribe to the Caffeinated Cats podcast. Our newest episode is out now! President Gayle Hutchinson joins Mary, Tracy, and I to discuss the bright future of CSU, Chico. Link to it on soundclouditunesovercast, or follow the podcast on facebook.

New Colleagues and Old Problems

This time of year can be challenging for all of us—but especially for new faculty. The balance of scholarship, teaching, service, and life outside campus can be difficult to maintain even if you have been at it for a long time, but take a minute to recall the time when it was all new. In Faculty Development we have a formal mentoring program run by Susan Wiesinger that provides assigned mentors for new tenure-track faculty and a specialized workshop series for lecturer faculty. However, we acknowledge that the most important mentoring work is almost always informal and local. I want to highlight a few realities of these relationships that I hope you will keep in mind as this semester closes and we look toward Fall 2017.

  • Lecturer faculty need mentoring too. Lecturers have a dramatic impact on student success as they are often the people called on to teach first-year students and serve in other critical roles. Prioritizing student success means equipping lecturers with research, resources, and drawing on their expertise. It also means engaging them in conversation on effective teaching, research opportunities, and helping them navigate the university. This is a job for all us, regardless of classification. Talk to new lecturer colleagues about professional development like the CELT conference and how to access resources for travel.
  • Minority faculty face unique challenges, but you do not have to share the same life experience to be helpful. A recent Chronicle article highlighted key strategies for mentoring new minority scholars. I encourage you to read the whole article, but I want to highlight the first piece of advice “Practice cultural humility” and in doing so “demonstrate empathy for the professor’s experience as a faculty member of color in the institution.” In institutions like ours with strong organization culture we are often too quick to bring newcomers up to speed with “how things are done here” without being attentive to other strategies or experiences. Mentoring is mainly learning and listening.
  • Make a plan and get out there. Writing “be a good mentor” on a post-it note may be a reminder for you, but it is not a plan. Talk with your colleagues and your department/college leadership about what is being done and what is possible, but get started. Make a point to drop by a new colleagues office to ask how things are going, make a trip to a different floor or building to talk to a new lecturer that you have not met, but take the first step in outreaching to your new colleagues.

I am advising this now in hopes of helping our colleagues at the end of the term, but also to compel you to think about how next year could be even better with new faces, new ideas, and new mentoring relationships.

The call for the 23rd annual CELT conference is live! Submit an abstract today to change the world tomorrow—or maybe in October.

Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improved wordpress site here.

Don’t forget to subscribe to the Caffeinated Cats podcast! Our newest episode is out now! Mary, Tracy, and I are joined by student guest Martin Morales to discuss housing and food insecurity at CSU, Chico. Link to it on soundclouditunesovercast, or follow the podcast on facebook.

Why Aren’t They Reading?

It is late Spring, and you are scanning your classroom as students walk in. To your horror you see textbooks still wrapped in plastic, others that appear to have never been cracked, and many students who arrived with no book at all. Later you reference an example from the text in an activity or lecture only to be confronted with an ocean of blank stares. Your experience is one many of us have had, and we wonder why aren’t they reading?
This is a complicated question without an easy answer. Also, to be fair, many of them are reading. Of the students who are not having a positive experience with the textbook there are many explanations:
  • The book could be dry and inaccessible
  • The book could prove to not be useful
  • The book could be too expensive to buy/rent
  • The reserve copy of the book could be unavailable at the times the student has to study
A report compiled by the Student Public Interest Research Group found some interesting results about textbook usage among students. I would urge you to read part of their report, but I would encourage you to do some of your own research using a variation of their tested items. James Tyler and I worked together to pull four key questions we believe will give you a better understanding of how your students are utilizing their textbooks and what alternatives might be viable:
  • Have you ever decided against buying (or renting a textbook because it was too expensive? (yes or no)
  • If yes, were you concerned that not buying (or renting) the textbook would hurt your grades in the course? (yes, significantly concerned; yes somewhat concerned; no;  not applicable)
  • Does the cost of textbooks impact which classes and/or how many classes you decide to take? ( yes, significantly; yes, somewhat; no; not applicable)
  • All other things being equal, do you think you would do better in a course if the textbook was available free online and buying a hard copy was optional? ( yes, significantly better; yes, somewhat better; no; not applicable)
If you would like to distribute these to your class, but need some help and have some additional items you would like to use email us at FDEV@csuchico.edu, and we will do the work for you.
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For 2017/18 Faculty Development and Statistics professor Edward Roualdes have secured a $50,000 grant to encourage the adoption for lower cost course materials, so if you want to explore some of these options to increase access for your students, your window of opportunity is now. These are complicated issues with a variety of perspectives. Read this recap of a recent debate if you think otherwise. We encourage you to consider working with us next year to lower costs and increase access for students at Chico. Please fill out this form if you are—this is not really an application, just a way for us to stay organized. If you have a high cost textbook and want to work with some folks to explore alternatives, you are in.
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Don’t forget to subscribe to the Caffeinated Cats podcast! Our newest episode is out now! Mary, Tracy, and I take on seven topics in 30 minutes! Link to it on soundclouditunesovercast, or follow the podcast on facebook.

The Technology and Learning Program is Moving

Today’s Tuesday Teaching Tip is brought to you by TLP Manager Laura Sederberg.

The Technology and Learning Program (TLP) is moving up in the world! Our location in the basement of Meriam Library has served us well for 20 years now. But as we have joined efforts with the Faculty Development Center (previously CELT). Their home in MLIB 458/459 has become a destination for faculty, and now we have the opportunity to join them and better serve the faculty of CSU, Chico.

Our Instructional Design/Technology Consultants (ITCs) are moving upstairs on Thursday, April 13. The Walk-in TLP Lab will follow soon. In this move there are some changes.

  1. We will be close to Faculty Development allowing for better collaboration.
  2. We will be seeing more of you! The more visible location means we will be in a position to serve you and your students even more effectively, and we look forward to seeing you.
  3. We are transitioning our technology lending program. If you have a problem and need a piece of technology for a class we can still accommodate you, but please try and work with your home department and/or the Meriam Library lending program while we are transitioning.
  4. We will no longer have access to our training lab, but we will still be offering trainings.

There is no doubt this move will result in some disruption, but we are excited that in the long term this will be the right move for us and the campus.

If you have any concerns or questions about this change, please contact TLP manager, Laura Sederberg x4326 or lsederberg@csuchico.edu.

Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improved wordpress site here.

Don’t forget to subscribe to the Caffeinated Cats podcast! Our newest episode is out now! Mary, Tracy, and I take on seven topics in 30 minutes! Link to it on soundclouditunesovercast, or follow the podcast on facebook.

 

Last call for Summer/Spring programming

I do not want to clutter your email inboxes with additional items this week so this week’s tip is your final reminder that applications are due on 3/31 for the Spring/Summer offerings including our pilot one-week AeL program and several other funded opportunities.

Faculty Development Spring/Summer 2017 Program Offerings

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Feel free to apply for multiple offerings. General questions can be directed to Zach Justus
zjustus@csuchico.edu. All applications due on 3/31/2017.

Academy e-Learning 9.1: Teaching with Help

Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: June 1-2, 5-7 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.1, launching with the first of this summer’s one-week institutes –Teaching with Help. During this intensive institute, we will explore highly effective strategies for mentoring and working with TAs/mentors so you can realize their full potential and value in your course(s). Your work during this institute will focus on incorporating assistants, in all their forms, into your courses in meaningful ways.

Full RFP Link
Application

Academy e-Learning 9.2: Best Practices for Working with Student Writing

Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: August 3-4, 7-9 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.2, the second of this summer’s one-week institutes. In recognition of the campus’ on-going interest in high impact educational practices, this institute is focused on supporting students’ writing.

Full RFP Link
Application

 Writing Boot Camp

Leadership: Chris Fosen
Compensation: $500 (taxable income)
Workload: May 23-26 8am-4pm
Brief Description: You are invited to take part in a one-week writing boot camp. Applicants are expected to be physically present and participate all day.  Since our goal is substantive writing, it is most suitable for projects that are already well under way.

Full RFP Link
Application

Learning Enhancement Grants

Brief Description: The Center for Excellence in Learning and Teaching (CELT) is offering faculty awards of up to $5,515 to improve quality and productivity in learning and teaching in a course or program. Projects that strongly enhance student learning and have a demonstrable impact receive priority consideration. Proposals should address relevance to the University Strategic Plan. Funds awarded in spring of 2017 must be expended between July 1, 2017 and May 30, 2018. Proposals are due by Friday, March 31, 2017 at 5pm.

Full RFP Link
Application

Just in time Professional Development

Brief Description: The Faculty Development Program is offering faculty awards of up to $1,000 in Professional Development Funds to support faculty who need to attend a conference or support a project. The funds must be expended by 5/30/2017.

Full RFP Link
Application

Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improved wordpress site here.

Don’t forget to subscribe to the Caffeinated Cats podcast! Our newest episode is out now! Mary, special guest Rebecca Berner, and I discuss Gender and Sexuality with GSEC staff member Seve Christian. Link to it on soundclouditunesovercast, or follow the podcast on facebook.

 

Digital Distractions

Welcome Back!
Campus is more beautiful than ever (if a little rainy), but many of the students may seem less present. The proximity of the end of the Spring semester often results in distraction for all of us. With that in mind I wanted to share this recent contribution from James Lang on digital device distraction in the classroom. He moves beyond the polarizing “ban everything” vs. “embrace everything” debate to draw on research about the nature of distraction itself. Now is a good time to reconsider a policy that is not working in your class or improve upon one that is. Take a minute to read this important contribution on distraction as a first-step.

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Faculty Development Spring/Summer 2017 Program Offerings

Feel free to apply for multiple offerings. General questions can be directed to Zach Justus
zjustus@csuchico.edu. All applications due on 3/31/2017.

Academy e-Learning 9.1: Teaching with Help

Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: June 1-2, 5-7 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.1, launching with the first of this summer’s one-week institutes –Teaching with Help. During this intensive institute, we will explore highly effective strategies for mentoring and working with TAs/mentors so you can realize their full potential and value in your course(s). Your work during this institute will focus on incorporating assistants, in all their forms, into your courses in meaningful ways.

Full RFP Link
Application

Academy e-Learning 9.2: Best Practices for Working with Student Writing

Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: August 3-4, 7-9 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.2, the second of this summer’s one-week institutes. In recognition of the campus’ on-going interest in high impact educational practices, this institute is focused on supporting students’ writing.

Full RFP Link
Application

Writing Boot Camp

Leadership: Chris Fosen
Compensation: $500 (taxable income)
Workload: May 23-26 8am-4pm
Brief Description: You are invited to take part in a one-week writing boot camp. Applicants are expected to be physically present and participate all day.  Since our goal is substantive writing, it is most suitable for projects that are already well under way.

Full RFP Link
Application

Learning Enhancement Grants

Brief Description: The Center for Excellence in Learning and Teaching (CELT) is offering faculty awards of up to $5,515 to improve quality and productivity in learning and teaching in a course or program. Projects that strongly enhance student learning and have a demonstrable impact receive priority consideration. Proposals should address relevance to the University Strategic Plan. Funds awarded in spring of 2017 must be expended between July 1, 2017 and May 30, 2018. Proposals are due by Friday, March 31, 2017 at 5pm.

Full RFP Link
Application

Just in time Professional Development

Brief Description: The Faculty Development Program is offering faculty awards of up to $1,000 in Professional Development Funds to support faculty who need to attend a conference or support a project. The funds must be expended by 5/30/2017.

Full RFP Link
Application

Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improved wordpress site here.

Don’t forget to subscribe to the Caffeinated Cats podcast! Our newest episode is out now! Mary, special guest Rebecca Berner, and I discuss Gender and Sexuality with GSEC staff member Seve Christian. Link to it on soundclouditunesovercast, or follow the podcast on facebook.

 

Together We Will

In her inaugural address President Hutchinson provided us with perspective on our history and our future that moved and inspired. Towards the end of her remarks she gave us this promise:

Together, we will work as one University; breaking down silos, removing institutional barriers, and encouraging innovations so that we serve our students better and promote their success through applied instruction and engaged learning, community service and civic engagement, and global and multicultural education. And, we will improve upon and make sustainable the means by which we provide support for students’ personal well-being.”

I left the address with those words stuck on repeat in my head. I was thinking about the ways we rise to meet those challenges and how we try, fall short, and get up to try again. Mainly I thought about the phrasing. This is not a directive or a question, it is a promise, which led me to think about who we are making this promise to and how we will make sure we keep it.

Faculty Development relies on an empowerment model rather than on expertise. If you were looking to us for answers, the best tool we have to offer is a mirror. Today I want to point you to the currently active options for enrichment offered through our office and encourage you to think about them as opportunities to learn and teach. More than anything, think of them as ways to keep our promise not that we can, or that we will try, but rather that we will.

Faculty Development Spring 2017 Program Offerings

Feel free to apply for multiple offerings. General questions can be directed to Zach Justus
zjustus@csuchico.edu. All applications due on 3/31/2017.

Academy e-Learning 9.1: Teaching with Help

Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: June 1-2, 5-7 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.1, launching with the first of this summer’s one-week institutes –Teaching with Help. During this intensive institute, we will explore highly effective strategies for mentoring and working with TAs/mentors so you can realize their full potential and value in your course(s). Your work during this institute will focus on incorporating assistants, in all their forms, into your courses in meaningful ways.

Full RFP Link
Application

Academy e-Learning 9.2: Best Practices for Working with Student Writing

Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: August 3-4, 7-9 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.2, the second of this summer’s one-week institutes. In recognition of the campus’ on-going interest in high impact educational practices, this institute is focused on supporting students’ writing.

Full RFP Link
Application

 Writing Boot Camp

Leadership: Chris Fosen
Compensation: $500 (taxable income)
Workload: May 23-26 8am-4pm
Brief Description: You are invited to take part in a one-week writing boot camp. Applicants are expected to be physically present and participate all day.  Since our goal is substantive writing, it is most suitable for projects that are already well under way.

Full RFP Link
Application

Learning Enhancement Grants

Brief Description: The Center for Excellence in Learning and Teaching (CELT) is offering faculty awards of up to $5,515 to improve quality and productivity in learning and teaching in a course or program. Projects that strongly enhance student learning and have a demonstrable impact receive priority consideration. Proposals should address relevance to the University Strategic Plan. Funds awarded in spring of 2017 must be expended between July 1, 2017 and May 30, 2018. Proposals are due by Friday, March 31, 2017 at 5pm.

Full RFP Link
Application

Just in time Professional Development

Brief Description: The Faculty Development Program is offering faculty awards of up to $1,000 in Professional Development Funds to support faculty who need to attend a conference or support a project. The funds must be expended by 5/30/2017.

Full RFP Link
Application

Faculty Development is searching for the next director!

Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improved wordpress site here.

Don’t forget to subscribe to the Caffeinated Cats podcast! Our newest episode is out now! Mary, Tracy, and I discuss the past, present, and future of alcohol at CSU, Chico with CADEC staff member Morgan Rosen. Link to it on soundclouditunesovercast, or follow the podcast on facebook.

Forget I ever said that…

Image result for orange coast college

A flurry of national stories has highlighted the topic of recording classroom discussions. Earlier this year at Orange Coast College a student was suspended for recording his professor’s views about President Trump and then publishing them. At the recent Conservative Political Action Conference a workshop encouraged students to do that exact thing. Have you had a student record you? Without your knowledge? How would you know?

These are all complicated questions, so I did some reading and research.

  • FindLaw has an excellent article on the legal dynamics at work in these situations. California is a “two-party consent” state when it comes to recording. While this is typically in reference to wiretaps, they argue the same principles apply in the classroom.
  • Student Judicial Affairs provided some guidance: “Unlike other campuses we do not have a campus policy on classroom recording except: 1) Title 5 governing student conduct does state, in part, the “Grounds for Student Discipline include “unauthorized recording, dissemination, or publication of academic presentations (including handwritten notes) for commercial purpose.” 2) ARC has a specific policy on “Audio Recording Lectures” which states that students are eligible for audio-recording accommodations if their disability impairs access to classroom lectures. (see ARC for the process for requests).”

My strong recommendation is that if this if you are concerned about this you should create an explicit policy for the syllabus. Students often have legitimate reasons for wanting to record class, and their peers may have good reasons for not wanting a discussion recorded. Having a policy requiring consultation prior to recording is consistent with the law and gives you an opportunity to consider the interests of all your students.

Finally, a few reminders.

Join us for an open forum on Community Based Scholarship hosted by Faculty Development and Civic Engagement. Selvester’s 100 3/10 1-3pm.

Faculty Development is searching for the next director!

We held a popular workshop on Dossier Prep for Lecturers earlier this semester. Find the video archive and handouts here.

Dr. Sara Cooper has provided additional Book in Common Material. Check out this section of the CELT page for regular synopsis updates, discussion questions, and other resources.
Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improved wordpress site here.
Don’t forget to subscribe to the Caffeinated Cats podcast! Our newest episode is out now! Mary, Tracy, and I discuss the past, present, and future of alcohol at CSU, Chico with CADEC staff member Morgan Rosen. Link to it on soundclouditunesovercast, or follow the podcast on facebook.