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.
Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. Students get the foundational knowledge they need outside the classroom and class time is spent on higher-level learning. Properly executed, this instructional methodology changes the instructor’s role from one of a “sage on the stage” to a “guide on the side.” (Bergmann & Sams, 2007)
How do the students get that foundational knowledge?
Video
If you record your own videos:
Keep them short (7 minutes max)
Topic focused
Provide captions and transcript
If you don’t want to make your own, there are plenty of sources:
Khan Academy, YouTube, Ted Talks
Assign specific time ranges as appropriate
Texts
A history, account, narrative, or case study
From the course texts, assign specific pages if the students don’t need the whole chapter – they are more likely to do the reading
Consider developing a reading guide to target their attention on particular concepts or ideas
Websites
Again, assign specific pages or parts of the website as appropriate
Research
Give your students a list of questions and let them find answers
How can I know they have attained the foundational knowledge?
Barkley and Major, in their text Learning Assessment Techniques, offer concrete ways to assess students’ foundational knowledge, and they fit the “blending” teaching paradigm:
If asking them to recognize – consider an online quiz that focuses on verification, matching, or forced choice, to be taken prior to coming to class.
If asking them to recall – consider online quiz questions that focus on low cues or high cues.
If asking them to interpret or exemplify – consider an online quiz that focuses on constructed responses or selected responses.
If asking them to infer – consider questions that focus on verification, matching, or forced choice.
If asking them to explain – consider questions where students must reason, troubleshoot, redesign, or predict.
What are some effective classroom strategies to engage students in higher-level learning?
Muddiest point
Have your students bring a list of points they’d like to have clarified to class
Alternatively, have them post them to a discussion board
Address these points first before moving on to other learning activity
Group discussions
Students discuss/clarify muddiest points in groups
Group presentations
Have students teach what they learned
Knowledge Demonstration
Let the students demonstrate what they have learned
Is flipping right for me? The real question is whether or not flipping is right for your students. One of the big advantages of flipping is that it gives students more control over their learning as they guide the classroom activity with their questions. Another is the opportunity it provides instructors to review their teaching methods. After considering your options, you may decide that flipped instruction does not provide any advantages. However, keep in mind that this is not an all-or-nothing proposition. You may determine that some material in your course is suitable for flipping, while some still require more of a hands-on approach. In either case, you’ll have reflected on how you are teaching and that is always a good thing. (Trach, 2020)
Barkley, Elizabeth F., and Claire H. Major. Learning Assessment Techniques: A Handbook for College Faculty, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/hunter-ebooks/detail.action?docID=4205832.
Bergmann, J., & Sams, A. (2007). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Tech in Ed. http://ebookcentral.proquest.com/lib/hunter-ebooks/detail.action?docID=3317690
Hertz, M. B. (2012, July 10). The Flipped Classroom: Pro and Con. Edutopia. https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz
Trach, E. (2020, January 1). A Beginner’s Guide to Flipped Classroom. https://www.schoology.com/blog/flipped-classroom
In this blog, I want to go one step further and suggest that we can design writing assignments and processes that privilege student learning first, with the happy side-effect of also preventing plagiarism! We can even do so in ways that meaningfully integrate writing into your current courses without significant displacement of other content, or without over-taxing your already over-taxed time and energy.
Design a Process that is Hard to Fake
Copy and pasting from Google or an article isn’t the real plagiarism problem we face. The real issue is the essay mill industry that is churning out essays for students to purchase and pass off as their own (something plagiarism detection software can’t help us with, by the way). That industry flourishes because finalized writing is easy to fake.
The more generic or stock the assignment, the easier it is to fake. Likewise, the less involved the composing process is, the easier the final draft is to fake. It is difficult to reverse-engineer a purchased essay so that it looks like it went through a specific series of revisions. For instance, you can make the “Literature Review” and the “Discussion” section of a report due as separate assignments; you could have the “Methodology” section be composed alongside a series of focused activities. You can even set the expectation that students do revisions between those drafts and the final and write a reflection explaining how and why the text has changed as they worked on it.
A process-based approach also opens the opportunity to address accidental plagiarism as a moment of learning. If I see a student has dropped in a quote without attribution and we are still at the rough draft stage, it is a good point to explain both the ethics and the written conventions of attribution.
What if I Don’t Have Time to “Teach Writing”?
One counterpoint I have particular sympathy for is “I don’t have time or space in my curriculum to teach writing.” I get it. As a writing teacher, I know how labor-intensive a process-based pedagogy can be. Time and labor are precious resources to academics of all ranks.
However, keep in mind that teaching writing is teaching how to think in your field. It works best alongside the intellectual process of engaging work in your field, not as a final product at the end. If you are teaching students how to take fields notes to integrate into a larger research project, you are teaching writing. If you’re teaching students how to analyze the sections of a lab report, you are teaching writing.
Additionally, consider the following time-saving teaching practices:
Rubrics as Reflection Tools: Teachers often present rubrics to students as assessment tools—”these are the criteria by which you will be judged.” Personally, I love rubrics and find them invaluable to teaching writing. But we miss a real opportunity when students only see them as the medium through which a grade arrives in their inbox.
A good rubric is primarily a reflection tool. Alternately, a bad rubric assigns points only to formal characteristics of the text–commas, paragraph length, thesis statement, citations, etc.— that don’t help writers learn how to write.
Instead, you can design your rubrics to name the several rhetorical goals or written conventions of a text—synthesizing research, integrating evidence, analyzing data, considering audience expectations, etc. Then the evaluative criteria in your rubric become points of reflection as students compose. Midway through a process, you can ask students to use a well-designed rubric to self-assess their own writing and identify specific places for revision.
You can also design short in-class or online modules around those specific elements of the rubric. We can even assign reflective writing, in advance of a deadline, that asks students to use our rubrics to self-assess a draft and locate specific areas for revision.
Peer Review
Sometimes the best advice comes from others doing similar work. Though detailed written or recorded feedback on student writing is of inestimable value to student writers, there are ways to center lessons on written conventions specific to your field.
One thing you might do is a model in class and discuss some of the written conventions the model is doing well; then have students work in groups to offer feedback on the use of those conventions. For instance, if there are specific conventions for writing methodology sections in your field, you can (a) assign a draft of just that session to be due on a certain date; (b) in class, point out some of the rhetorical purposes of that section that are specific to your field; (c) outline some of those conventions together; (d) briefly discuss why those conventions exist, and then (e) ask students to read each other’s drafts and give feedback along those lines.
Design Mini-Lessons on Writing
You don’t have to set aside entire class meetings to teach writing effectively.
When I am reading drafts of student writing, I often notice that multiple people are making the same missteps. In those cases, I stop commenting on it. You can really exhaust yourself by trying to give everyone the same feedback (or by playing copyeditor instead of guide).
In those cases, I tell myself: “That’s a lesson.” If you notice that a majority of students are placing a period in the wrong place in APA citations, then take 5 minutes to point it out, have them open their drafts, and look for the issue; if you notice that many students are engaging audiences in ways that would be considered unprofessional by peers in your field, design a short activity to model why that convention exists, what it looks like, then have them open their drafts (or even share drafts with each other) to look for it.
If you feel like your in-class time is so jam-packed you can’t set aside a few moments to discuss writing, then also consider designing online modules that ask students to complete distinct process steps related to the revisions you would like to see in their writing. For instance, consider creating a homework module with a short video explaining the rhetorical goals of the section that needs work, design one or two process activities that ask students to complete distinct process steps related to the revisions you would like to see, and even require a short reflection so that you can respond to questions or confusions (especially if you don’t have the capacity to respond to each draft individually).
The 2021 LAST LECTURE – Dr. Candy Noltensmeyer, Communication Department
WCU students vote to determine the Student-Nominated Faculty of the Year Award, the recipient of which delivers a “Last Lecture” of her own during the following academic year. This year’s Last Lecture will be presented by Dr. Candy Noltensmeyer, Associate Professor in Communication.
The “Last Lecture” series began at Carnegie Mellon University with Randy Pausch’s inspirational lecture in 2007 about achieving childhood dreams. Pausch’s last lecture became a reality because he developed pancreatic cancer and passed away. Years later, the “Last Lecture” became a common award to professors on college campuses across the country.
Dr. Noltensmeyer is a relational scholar whose research focuses on communicative dynamics in cultural competence, bias, feedback, social support, stigma, and sexuality. She teaches a variety of courses in human communication focusing on theory, research methods, health, sexuality, interpersonal and small group concepts.
Recognizing that every classroom is a unique culture, Dr. Noltensmeyer believes that building a positive classroom climate is imperative to fostering engaged learning opportunities. Students need spaces to learn and talk through their ideas. She also believes in applied learning, especially when it comes to communication. She uses a variety of activities and focused discussions to engage students with the material to foster a student-centered classroom. She works hard to make her classrooms inclusive and safe for everyone.
Dr. Noltensmeyer will present her “last lecture” on the interconnectedness between our relationships and communication. Her lecture will take place on Thursday, November 18th at 5:30pm in the University Center (UC) Theatre. It is open to everyone. A reception will follow.
Canvas provides updates to the platform every month without disruption to service. Some of them are minor fixes and others provide additional features and functionality to users. As we reach the middle of the first full semester with Canvas we thought we’d highlight for you some of the most recent updates that may make your work in the online learning environment more efficient and effective.
New Feature Details
Navigation Menus will be “Sticky”
In the past, the left-hand navigation items would scroll with the page so that users would have to scroll back up to navigate. With this change, the navigation menu will “stick”, making the menu visible at all times without having to scroll.
SpeedGrader: Ability to Edit Submission Status
The SpeedGrader sidebar now includes an Edit icon that can be used to change submission status for assignments. Status can be edited the same way as was previously only available in the Gradebook. Adjusting a status in SpeedGrader, will, of course, also update the Gradebook.
Some details about Status
Setting the status to missing will add a “missing” label. This additional signal could be used to help nudge students toward the completion of assignments.
If a late policy is enabled, setting the status to late displays the “late” label. Additionally, a text field allows the grader to enter a value for the days/hours late.
Setting the status to “excused” displays the Excused status, and the grade field displays as “EX” and is grayed-out, and will not be counted in the total for that assignment category. (The excused function will not work well if you are using total points and not using the assignment category weighting).
Setting the status to “None” removes any labels that were previously displayed for the assignment.
Figure A: SpeedGrader Status Edit Menu Examples
The Edit Status icon is not displayed in the following assignment scenarios:
Previously submitted submissions (only the most recent submission is supported)
Concluded user enrollments
Inactive student enrollments
Assignments that require moderated grading
Assignments in a closed grading period
Gradebook: Assignment Search
Another updated feature is the addition of a search field in the Gradebook that can search for assignment names. This gives instructors another way to sort and control their workflow. This allows for a search of student names as well in a separate search box.
Improved Navigation for Course Notification Customization
Canvas allows users to customize their notification preferences for their entire account and to create special notifications for specific courses. For example, an instructor might choose to create a more frequent notification schedule for a fully online course than for a course that is only offered face-to-face. In the past, making granular course level changes took going deeper into the course settings. Now course notification preferences can be customized on the main notifications page using a drop-down menu.
Please note: Students are also able to set their own notifications per course. If you are using notifications to students as a strategy for engaging them, make sure to specify how they should set their notifications for your course so they are not missing out on communication from you.
Figure B: Notifications Page screenshot
User Settings: Microsoft Immersive Reader Additional Feature Areas
To help engage students at all levels of learning and with all learning differences, we have long advised the use of the accessibility checker in the Canvas page editor. Our Microsoft 365 account and the Canvas integration now enable a new tool that allows any user to use the Microsoft Immersive Reader to use the Microsoft AI to give students more options for accessible use of content. Students will have this option visible on their screens so they can use it when they need to.
Figure C: New Immersive Reader Button
If you really want to stay up-to-date with Canvas’ new features, become an insider by subscribing to Canvas Releases in the Canvas Community.
Or Feel Free to Watch the Highlight Videos for Each of These Updates
Join us in person for a day of learning and discussion on Inclusive Pedagogy!
When: Teaching & Learning Day, is scheduled for Friday, August 13, 2021.
Where: Forsyth 101
Date: Aug 13, 2021
Time: 9:00 am – 3:00 pm
Dr. Kevin Gannon, author of Radical Hope: A Teaching Manifesto and a frequent contributor to The Chronicle of Higher education, will present the keynote, A Pedagogy of Hope for the Post-Pandemic ‘Normal’.
Following the keynote, he will facilitate an interactive workshop on Inclusive Pedagogy from Theory to Practice. We will reassemble in the afternoon to gather in small groups to explore what Inclusive Pedagogy looks like in our teaching.
This event is sponsored by the Coulter Faculty Commons, Hunter Library, the Office of the Provost, and the Office of Equal Opportunity and Diversity Programs.
Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. Students get the foundational knowledge they need outside the classroom and class time is spent on higher-level learning. Properly executed, this instructional methodology changes the instructor’s role from one of a “sage on the stage” to a “guide on the side.” (Bergmann & Sams, 2007)
Canvas New Features
Recent Comments