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CITL Teaching and Learning News: April 29, 2021

Apr 30, 2021, 09:46 AM


Announcements

Canvas Training Now Available

Visit the Canvas Workshop Calendar to sign up for the 90-minute Building Courses in Canvas workshop offered throughout May. If you prefer the do-it-yourself approach, you can get started now in the Canvas 101 online course. Register for Canvas 101 and other online courses here

If you are planning to move a course from Compass2g or Moodle you should review the available migration methods. If you want to get started now, you can Request a Canvas Space to use as you explore the features in Canvas. You can also request a consultation to learn more about how to take full advantage of the move to Canvas.

Art of Teaching Seminar May 6 Features Multi-Modal Assignments for Assessment

An inspiring faculty panel will discuss the use of multi-modal assignments that go beyond traditional essays and tests. Dawn Bohn (FSHN), Dave Musselman (Engineering), and Rachel Magee (iSchool) will demonstrate how they design, manage, and grade alternative student assessments using diverse methods including video, graphics, zines, and multimedia journals. CITL Senior Associate Director Robert Baird will moderate the panel, and highlight additional examples of multi-modal learning activities. Join us Thursday, May 6 (12-1PM) for the last Art of Teaching seminar of the semester. Register for Zoom link.  

eText@Illinois Development Grants - Submissions Due Tomorrow

Beginning May 17, 2021, The Center for Innovation in Teaching & Learning (CITL) will award a limited number of $8,000 grants to University of Illinois faculty and instructors toward developing locally produced course materials as required reading for classes on the Urbana campus. Grant recipients will receive support in transforming assigned textbooks, workbooks, or readings for Fall 2021 courses into the award-winning eText@Illinois platform created at, and for, the University of Illinois. While all instructor-authors are eligible, those interested in creating required resources for large undergraduate enrollment classes (greater than 300 seats annually) are particularly encouraged to apply. 

Grants may be awarded, by arrangement with Department chair and business office, as summer salary, service-in-excess appointments, or as stipends. This grant is being offered in recognition of the amount of work involved in developing course content.  Deadline for proposal submissions is April 30, 2021. Please review RFP for more details.

 

CITL Events & Workshops  

Monday May 3
Generating Reports in the Compass Grade Center
1:00 P.M. - 1:50 P.M. via Zoom, check calendar listing for registration link
Presenters: CITL Instructional Support and Training

Tuesday, May 4
CITL Innovation Spaces Virtual Office Hours
10:00 A.M. - 11:00 A.M., via Zoom, check calendar listing for Zoom link. Repeats every Tuesday from 10-11 A.M. and Wednesday from 1-2 P.M.
Moderators: Jamie Nelson & Megan Baird

Thursday, May 6
The Art of Teaching: CITL Faculty Fellows Lunchtime Seminar Series
12:00 P.M. - 1:00 P.M., via Zoom, check calendar listing for Zoom link
Presenters: Dawn Bohn (FSHN), Dave Musselman (Engineering), and Rachel Magee (iSchool)

Monday May 10
Open Consutations with Compass Specialist
1:00 P.M. - 1:50 P.M. via Zoom, check calendar listing for registration link
Presenter: CITL Instructional Support and Training

Monday May 10
Building Courses in Canvas
2:00 P.M. - 3:30 P.M. via Zoom. Recurs May 13, 18, 21, 25, 26, 28. Registration required, check calendar for all workshop listings and registration information
Presenters: Canvas Training Working Group


See our calendar for a full list of upcoming events.

Teaching Tips

Stop Giving Them Answers: Make Them Think!

(from Faculty Focus) Higher education has recently changed in faster and more dynamic ways than anticipated. COVID-19 is an immediate factor, but the access to information is more prevalent now than 15 years ago. Many students’ learning habits do not include long nights in the library reading through textbooks or searching through library stacks. Information is at students’ fingertips, and the desire for immediate access to information is only growing. There is a real sense in which students want answers now, and as educators, we are tasked with cultivating the intellect, which is a laborious process. “Learning is deeper and more durable when it’s effortful” (Brown, Roediger, & McDaniel, 2014). In other words, deep learning is hard work. We know this, and we are faced with convincing students that deep learning is meaningful and rewarding.

Ending the Semester

(from Georgetown University The Teaching Commons) A semester is a marathon effort, and, by the time you reach the end of it, it’s quite possible that everyone—you and the students both—will be exhausted, and perhaps very ready to leave the course behind. But one last thoughtful push can ensure that the course’s conclusion is meaningful in its own right. Think about a) looking back, b) gathering feedback, and c) looking forward regarding this semester's courses

Fizzle or Finale: The Final Day of Class

(from Duquesne University Center for Teaching Excellence) Many courses end with a fizzle.  Frank Heppner (2007) aptly says, “In most classes, The Last Lecture was about as memorable as the rest of the class had been – that is, not very.”  The final class should bring the course to an appropriate conclusion or finale.  “For many..., the last day of class comes and goes without ceremony, yet it provides an opportunity to bring the student-teacher experience to a close in a way that students appreciate and enjoy” (Lucas and Bernstein, 2008). How can you make the final day into a finale? Some ways are: give a memento, “pass the torch,” and make emotional connections.

Assigning Course Grades

 

(from University of Illinois Center for Innovation in Teaching & Learning) The end-of-course grades assigned by instructors are intended to convey the level of achievement of each student in the class. These grades are used by students, other faculty, university administrators, and prospective employers to make a multitude of different decisions. Unless instructors use generally-accepted policies and practices in assigning grades, these grades are apt to convey misinformation and lead the decision-maker astray. When grading policies are practices that are carefully formulated and reviewed periodically, they can serve well the many purposes for which they are used. What might a faculty member consider to establish sound grading policies and practices? With careful thought and periodic review, most instructors can develop satisfactory, defensible grading policies and procedures.

 

See More Teaching Tips Here


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