Prevent Burnout with Self-Care Strategies

2nd annual T&L Day, Jan 21, 2022 HHS 204, 1-3:30 pm

Join us for our 2nd Annual Teaching & Learning Day.  We will meet from 1 – 3:30 to discuss strategies faculty can use to prevent burnout in these demanding times.  We will also discuss ways in which we can encourage and support our freshman and sophomores whose academic preparation was affected by the pandemic. 

We have invited an expert on helping faculty prevent burnout through self-care to give the keynote address.  Dr Julie Harrison-Swartz, DNP, MSN, RN, FNP-BC, is an assistant professor in the Department of Nursing at UNC Pembroke.

In the second hour of the event, we will discuss supporting students to be successful. We had an unprecedented increase in failure rates last semester at WCU.  But we are not alone in this as other institutions across the country are also experiencing this situation. We will discuss what’s happening and brainstorm some ways in which we as instructors can help these students succeed this semester. 

Let us know you are going to attend REGISTRATION LINK

The Fall Blend – A Hybrid Course Workshop Now Offered Every Week This Summer

The Coulter Faculty Commons is offering three new sections of its Fall Planning Workshop (“Fall Blend”), intended to help faculty walk through design, delivery, and technology considerations for fall teaching. A workshop will be offered each week until the beginning of fall courses, following a Tuesday – Thursday format:

  • July 28 – 30
  • August 4 – 6
  • August 11 – 13

Faculty will begin each day in a Zoom session with other participating faculty, prior to joining their small cohorts in breakout style sessions. In the breakout groups, emphasis will be provided on helping faculty work through their own unique teaching challenges and situations. Daily goals will be set by the faculty member, with a check-in late in the day. An educational technology or educational developer from the CFC will facilitate each group, bringing unity to common themes and concerns. Faculty will spend independent time between the two Zoom sessions, developing a holistic plan or working on digitizing lessons. Two live technology sessions will be hosted by the Educational Technology team in the CFC late in the week.

Faculty may sign up through an Office365 registration form.

Note: the total time commitment requires 4-5 hours each day.

Faculty will receive the following information the week prior to their workshop start date:

  • A digital workbook on blended learning
  • “Save the Date” times for the daily live sessions
  • Dates for the live “technology and course design” sessions with CFC educational technology staff
  • Video content showing how to digitize and deliver instructional content in Panopto and the LMS
  • Organizational/planning sheets to facilitate transfer of F2F teaching to digital teaching

 

CFC Offers Course for Rapid Online Transition for Online Fall Courses

Moving Rapidly to Remote Instruction (MRRI) will help you rapidly develop your face-to-face course for remote instruction for this fall’s semesters. If you are planning on teaching a fall course that needs to move online quickly, attend this three-week online workshop that will walk you through an intentional course design process and provide the expertise of the Coulter Faculty Commons who are experienced online faculty.  This is not the full Online Course Design Institute, but will take you through the streamlined basics of creating an online course so that you can be prepared for the Fall of 2020.

Dates: July 10 – August 1, 2020
When: There will be a combination of live Zoom sessions, recorded tutorials, content and assignments/deliverables.  You will have the opportunity to have 1:1 conversations with CFC staff and experience online faculty. Expect to commit 8 – 10 hours each of the three weeks to complete this process and be ready to teach.
Where:  Fully Online through the LMS, Zoom, and Teams
Outcome: By the end of July, you will have your online course designed and developed, in the LMS, with a teaching/facilitation plan in place.  You will also have the support of colleagues and the CFC throughout the summer.

The workshop is free and open to all instructors, including adjuncts.  Please register, to let us know you are joining us and to allow us to ensure that we have enough facilitators to make this workshop successful!

The Fall Blend – Hybrid Course Design Workshops

Coffee cup, latte with leaf design

It’s not too early to start working on your fall courses, particularly this year as we work within the requirements that the pandemic has imposed on us. Social Distancing will drastically reduce the number of students in your classrooms and labs requiring the need to rethink how you will teach. You may be moving totally online or using one of the suggested modalities in the Fall Instruction Plan from the Provost’s office. Without exception, you will not be teaching the way you taught last fall.

This three day online workshop offered by the Coulter Faculty Commons will guide you through a process using the goals and outcomes for your course to design learning experiences that work for both for you and the students. By using best practices in hybrid course design and facilitation, you will discover creative ways to engage your students online. You will also learn which activities and content can be put online for asynchronous access and prioritize what needs to happen in that very precious face-to-face or synchronous online time (Zoom). The goal of this workshop is to provide you with a streamlined process for converting your courses to a hybrid modality.

Each workshop will run from Tuesday through Thursday. We are offering the workshop three times this summer, starting this week.

For more information on the workshop and how to register, see The Fall Blend page on the CFC website, https://affiliate.wcu.edu/cfc/events/fallblend/.

Let’s Get Ready for Summer! Moving Rapidly to Remote Instruction

We want to give a huge shout out to all instructors who made the shift to remote instruction with lightning speed so we could finish out the spring semester! As the parent of a graduating senior, I am so appreciative of everything you are doing so all of our students can complete this term.  Has it been easy?  No!  Has it been comfortable? No!  Are you making it work? Yes! If you’d had more time to make this move are there some things you would have done differently?  Absolutely!  

Guess what? We DO have more time to prepare our summer courses that were going to be offered in person, but now need to be moved to remote instruction. And we DO have the workshop to help you do just that!

Moving Rapidly to Remote Instruction (MRRI) will help you rapidly develop your face-to-face course for remote instruction for this summer’s semesters. If you are planning on teaching a summer course that needs to move online quickly, attend this three-week online workshop that will walk you through an intentional course design process and provide the expertise of the Coulter Faculty Commons and experienced WCU online faculty in designing and facilitating remote instruction.  This is not the full Online Course Design Institute, which is for online courses that will be taught next Spring.  Instead, we have more time to prepare for the summer courses and design them to be more enjoyable by you and your students.

Dates:  May 11 – May 31
When: There will be a combination of live Zoom sessions, recorded tutorials, content and assignments/deliverables.  You will have the opportunity to have 1:1 conversations with CFC staff and experience online faculty. Expect to commit 8 – 10 hours each of the three weeks to complete this process and be ready to teach.
Where:  Fully Online through Blackboard, Zoom, and Teams
Outcome: By the end of May, you will have your online course designed and developed, in Blackboard, with a teaching/facilitation plan in place.  You will also have the support of colleagues and the CFC throughout the summer.

The workshop is free and open to all instructors, including adjuncts.  Please register, to let us know you are joining us and to allow us to ensure that we have enough facilitators to make this workshop successful!

Motivating Honors Students

Dr. April TalentGuest Blogger ~ Dr. April Talent

 

 

 

Whether you’re teaching an Honors Section of a course, working with an Honors Student one-on-one through an Honors Contract, or just thinking about how to keep your Honors Students motivated in a regular class, studio, or lab, there are a variety of resources available with ideas for faculty on boosting learning outcomes for Honors Students.

This short article from the University Honors Program at Kansas University describes moving learning outcomes up to the highest level of Bloom’s Taxonomy in which learning goals are aimed at synthesis, evaluation, integration, and creation.  These higher levels of critical thinking are key to inspiring Honors Students in their studies.  They create modes of learning that challenge motivated students in creative ways that go beyond just doing more.

This paper (access provided through Hunter Library), written by faculty in The Netherlands, looks at instructional factors and how those strategies challenged their high-ability students.  In their conclusions, they affirm that the combination of student autonomy, complexity, and teacher expectations come together to be effective in keeping these students motivated and challenged and ultimately improving outcomes.  These factors further underscore the value of establishing learning outcomes for Honors Students that are at the highest levels of critical thinking in terms of course learning goals.

The Center for Teaching at Vanderbilt has a useful summary of Bloom’s Taxonomy on their website.  This is a quick resource that summarizes the action verbs that are aligned with the different processes of learning, e.g. planning, producing, generating, checking, critiquing, attributing, organizing, and differentiating, corresponding to critical thinking at the highest levels of Analysis, Evaluation, and Creation.

References and Resources

Armstrong, P. (n.d.) Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2013). How to persuade honors students to go the extra mile: creating a challenging learning environment. High Ability Studies, 24(2), 115–134. https://doi-org.proxy195.nclive.org/10.1080/13598139.2013.841092

Teaching honors students. (n.d.). The University of Kansas Honors Program. Retrieved January 23, 2020, from https://honors.ku.edu/teaching-honors-courses