Open Up Learning: Apply for an OER Grant

by Anabel Livengood | Apr 3, 2025 | Blog, OER, Teaching and Learning, University Support

A Million Reasons to Go Open

OER Grants Now Available!

Open Education Resources (or “OER”) are openly-licensed, free or low-cost materials that can be modified and redistributed to educate students while reducing the cost of a college education. We are excited to announce a partnership between the Bookstore, Hunter Library, and Coulter Faculty Commons (CFC) to sponsor up to $1,000,000 in faculty grants for the adoption of OER materials into the Book Rental program.

OER graphic depicting an open book and the text "Open Educational Resources"

This program is designed to:

Promote additional course flexibility in the Book Rental program,
Support faculty with largely unrestricted grant funds,
Foster long-term savings for students,
Give faculty the tools they need to explore and adopt materials with the assistance of Hunter Library, and,
Help faculty integrate OER materials through course redesign assistance with Coulter Faculty Commons

OER materials can be made available digitally and/or as a printed book through the Book Rental program to accommodate all styles of teaching.

Visit our OER Grant Program page for more information on grant types, how to apply, and support resources.

Scholarship of Teaching and Learning Faculty Learning Community

by April Tallant | Jan 15, 2025 | Blog, Pedagogy, Scholarship of Teaching & Learning, Teaching and Learning

Scholarship of Teaching and Learning (SoTL) Faculty Learning Community Interest Meeting

Friday, Jan 24 | 2:30 – 3:30 pm | Hunter Library 166

Coulter Faculty Commons is thrilled to announce the launch of a Scholarship of Teaching and Learning (SoTL) Faculty Learning Community (FLC) for Spring 2025! This exciting opportunity invites educators across disciplines to explore evidence-based teaching practices, exchange experiences, and grow as instructors through the lens of SoTL, meeting five times over the Spring semester.

Join our FLC interest meeting on Friday, Jan 24, 2:30–3:30 pm in HL 166 (Coulter Faculty Commons Course Design Studio) to learn more, decide on upcoming meeting times, and to gain priority access to upcoming SoTL initiatives. Reach out to Faculty Fellows Chad Hallyburton, Darby Harris or CFC Senior Educational Developer April Tallant if you have questions.

Increasing Student Engagement With Regular and Substantive Interaction

by Eli Collins-Brown | Nov 17, 2023 | Active Learning, Blog, Canvas, Educational Development, Help Your Students, Learn, Online Learning, Student Engagement, Teaching and Learning, Teaching with Technology

How many days do you log into Canvas and interact with the students? How quickly do you give helpful feedback on activities and assessments? Do you set your students’ expectations by including an email/discussion response statement in your syllabus?

Why do we pose these questions? Frequent interaction and purposeful engagement with students are a hallmark of excellence in teaching and learning. It looks different depending on whether you are teaching in-person, hybrid/blended, or online. We ask students in our in-person courses to log into Canvas every day to see announcements, their grades and feedback, and content. This provides opportunities to increase engagement with students outside of the scheduled classroom time. For hybrid and online faculty, we can use best practices to increase engagement with students who may be residential or remote.

decorative image of regular and substantive interaction

Faculty who teach online regularly or occasionally should be aware of Regular & Substantive Interaction (RSI), a regulation from the Department of Education that went into effect July 2021. RSI is a determination of whether an online course is a correspondence course (which doesn’t qualify for Federal financial aid) or a distance education course. These recommendations also apply to in-person teaching.

Fortunately, we have resources like the Quality Scorecard from the Online Learning Consortium to help us identify how we are meeting RSI and areas where we may need to improve our efforts. Over the next few months, we will share the criteria with suggestions on how to put them into practice.

The scorecard is divided into 6 sections: Course Overview and Information, Course Technology and Tools, Design and Layout, Content and Activities, Interaction, and Assessment and Feedback.

Let’s look at the first two sections.

Course Overview and Information:

The course includes a welcome and how to get started, as well as an overall orientation. Content is organized in Modules.
Module overviews make content, activities, assignments, due dates, interactions, and assessments transparent, predictable and easy to find. *A suggested best practice is to include an overview page as the first page of each module.
Course outcomes are observable and measurable, and congruent with the assessments and assignments.
Include the online learner success resources and contact information for the department and program, in addition to instructor information.

Course Technology and Tools:

It is extremely important to use Canvas, WCU’s approved and supported LMS.
Include information on how to contact the IT HelpDesk in a prominent place so students can find it when they need it.

Remember, these RSI standards are useful in increasing student engagement in any modality!

Next up in this series:

Designing for Student Engagement using RSI

The CFC would love to partner with you to design, redesign, or make improvements to your Canvas course. Let us know what you need through our Consultations Scheduling Page.

Source: Regular and Substantive Interaction, SUNYOnline – https://www.sunyempire.edu/dlis/design-your-course/regular-and-substantive-interaction/

Writing Observable and Measurable Learning Outcomes

by Eli Collins-Brown | May 13, 2022 | Blog, Educational Development, Teaching and Learning

Learning outcomes help us identify and clarify the end point or destination of a learning experience. If we don’t know where we are going, we can get lost or wander all over the place. A course then becomes a bloated unorganized mess.

We use Fink’s Taxonomy for Significant Learning to create observable and measurable course learning outcomes.

This resource from the teaching center at the University of Buffalo provides a discussion of the taxonomy and how to use it to write your course outcomes.

https://www.buffalo.edu/catt/develop/design/learning-outcomes/finks.html

Click on the image on the right to download a PDF version of the graphic

CFC now accepting applications for 3 faculty fellowships for AY 22-23

by Eli Collins-Brown | Apr 6, 2022 | Blog, Educational Development, Faculty Development Workshop, Online Learning, Other Resources, Teaching and Learning

CFC Faculty Fellows

We are excited to announce that the Coulter Faculty Commons is seeking applications and nominations for three Faculty Fellow positions for the 2022-23 Academic Year. We invite all full-time Tenure, Tenure-Track, and full-time Non-Tenure Track faculty members to join us in making an impact on teaching & learning at WCU.

For the upcoming year, the CFC is particularly interested in fellows who can develop and expand programming in the following areas:

DEI Inclusive Pedagogy

In support of the university’s commitment to diversity, equity, and inclusion, this fellow will work to develop a course design and teaching seminar in Canvas focusing on inclusive pedagogy and facilitate the seminar in the spring 2023 semester. The seminar will be in collaboration with the WCU DEI Community of Practice Training and Professional Development group.

New Faculty Mentoring and Support

This faculty member will work with members of the Faculty Partners team in the CFC in mentoring/supporting new faculty during New Faculty Orientation and Faculty Forward, our yearlong symposium. The Fellow will also be trained to facilitate the mid-semester Teaching Assessment Protocols as part of supporting new faculty. The fellow will also have input on content, resources, and opportunities for engaging new faculty, either new to teaching or new to WCU, and facilitate at least one of the monthly conversations.

Online Course Design and Pedagogy

Depending on the faculty member’s interest, this fellow will work on developing a mentoring program at WCU or take a lead in refining and co-facilitating the Online Course Design Institute and the Teaching Online with Impact Institute. The mentoring program will start from the ground up and the Online Course Design and Pedagogy program will expand on the existing offerings the CFC has in place.

Details

The fellows will be working collaboratively with the Director, current members of the Coulter Faculty Commons, and various other constituents across campus. The fellow will have a dedicated working space in the CFC but can also work remotely, and will attend the Faculty Partners meetings each week. The estimated time commitment is 2-4 hours per week. The faculty selected for these positions will be provided with a $1000 stipend in each academic semester (Fall 2022 and Spring 2023) and a $500 stipend for one summer session.

Apply

Applications for the 2022-2023 year will be accepted from all full-time Tenure, Tenure-Track, and full-time Non-Tenure Track faculty members. The application deadline is April 15, 2022.

Completed applications should include a current vita, a brief letter of interest that clearly addresses the candidate’s qualifications and interest for the position, and a letter of support from the applicant’s chair or director. Applications should also clearly communicate the candidate’s intended area(s) of focus in at least one of the areas described above.

CFC Faculty Fellowships Applications are Open!

Completed applications should include a current vita, a brief letter of interest that clearly addresses the candidate’s qualifications and interest for the position, and a letter of support from the applicant’s chair or director. Applications should also clearly communicate the candidate’s intended area(s) of focus in at least one of the areas described above.

Applications are open through April 15, 2022

Questions?

Contact Dr. Eli Collins-Brown, Director, if you have any questions. ecollins-brown@wcu.edu, or x7196.

Small Teaching: Retrieving

by John Hawes | Mar 30, 2022 | Active Learning, Assessment, Blog, Classroom, Help Your Students, Student Performance, Teaching and Learning

Small Teaching by J.M. Lang presents methods for making small changes in your teaching practices (hence the name) that can significantly improve your students’ learning. Each chapter provides the research-based evidence behind the practices Lang proposes so you can have confidence that Lang’s ideas work. The Coulter Faculty Commons will be boiling the Small Teaching chapters down into blog posts to provide instructors with concepts they can apply to a lesson, a class, or a course.

Let’s get started.

Chapter 1: Retrieving
Every subject requires students to know some foundational knowledge to successfully engage in higher levels of learning. For example, they need to know what a line is before they can understand more complex geometric shapes or the history of the earliest immigrants to the North American continent before they can discuss the nuances of current immigration policy. For your students to be successful, they need to be able to retrieve knowledge so that they can apply what they know.

Students need to retrieve knowledge from memory, but as Lang points out, “if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory” (Lang, 2016, p. 20). How do you get students to practice retrieving knowledge? To illustrate a simple practice Lang cites studies where students were divided into three groups: one was given additional study time before a test, one given a practice quiz before the test, and one group where no intervention was taken. In one of the studies students that were quizzed prior to the test scored two letter grades higher than those that weren’t. Perhaps equally significant, students that were given additional study time scored no better than those that received no intervention. Re-reading did not improve knowledge retrieval.

Rather than just think of quizzes as assessment activities, consider them a means for your students to practice knowledge retrieval. But quizzing can take many forms. Here are the Quick Tips Lang suggests in Chapter 1:

Give frequent, low-stakes quizzes (at least weekly) to help your students seal up foundational course content; favor short answers or problem-solving whenever possible so that students must process or use what they are retrieving.
Open class periods or online sessions by asking students to remind you of content covered in previous class sessions; allow students time to reﬂect for a few moments if you do so orally.
Close class by asking students to write down the most important concept from that day and one question or confusion that still remains in their minds (i.e., the minute paper).
Close class by having students take a short quiz or answer written questions about the day’s material or solve a problem connected to the day’s material.
Use your syllabus to redirect students to previous course content through quizzes or oral questions and discussion (Lang, 2016, p. 39).

Summer Beach Read

Small Teaching is one of SITL’s Beach Reads. Are you registered yet?

As always, if you’d like to discuss these or other ideas with the Coulter Faculty Commons you can schedule an appointment at https://affiliate.wcu.edu/cfc/consultations/

Source
Lang, J. M. (2016). Small Teaching: Everyday Lessons from the Science of Learning. John Wiley & Sons, Incorporated. http://ebookcentral.proquest.com/lib/hunter-ebooks/detail.action?docID=445500