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CITL Teaching and Learning News: August 27 2021

Aug 30, 2021, 11:02 AM
CITL Teaching and Learning News: August 27 2021
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CITL is Here to Help

 
 

Many of you may be receiving this newsletter for the first time and we want to take this opportunity to welcome our new faculty and teaching assistants to campus. The Center for Innovation in Teaching & Learning is here to help you with almost any aspect of your teaching: engaging students, producing media your students will want to consume, modifying your teaching approach to a new classroom environment, and so much more. Here are some important milestones to keep in mind throughout the coming semester

This Teaching & Learning newsletter comes out approximately every two weeks, and within each edition you'll find announcements of important campus news, upcoming workshops and events, and timely teaching tips to help you have a great semester. We hope you'll stay subscribed and use this newsletter as a regular reminder of our commitment to supporting your teaching excellence.

Watch our short intro video for more about how the Center for Innovation in Teaching & Learning can help you, or use our intake form to set up a consultation at any time.

 
 

Announcements

 
 

Study Tips and Strategies to Help Your Students Succeed

Earlier this year, CITL launched a series of Student Resources aimed at helping students perform better in their online courses. We are continuing to update these resources to meet the changing needs of students during the pandemic and beyond. Please make your students aware of these tips by sharing this link - https://go.citl.illinois.edu/student_success.

Earn a CITL Teaching Certificate

CITL offers several teaching certificates designed to help you improve your teaching practice and signal to others your commitment to teaching and learning.  Whether you are an experienced instructor with years of experience, a brand new graduate student with no teaching responsibilities, or are somewhere in between, one of our certificates is probably right for you. Visit the teaching certificates page of our website to learn more, and fill out our consult request form to find a CITL staff member to help you get started.

Innovation Studio Open Hours

Visit CITL's Innovation Studio this semester during open hours every Tuesday from 10am - 4pm. Experience 3D printing, Virtual Reality, Laser Cutting and more. No appointment necessary and all activities are free! More information including our COVID Safety Protocols can be found at http://go.illinois.edu/visitcitlspaces. 

Help Desk @ The TechHub 

CITL and Technology Services are partnering to provide Help Desk services at the TechHub. Stop by Armory room 151A Monday - Friday from 9am - 3pm to get answers to your computer, classroom and network questions. We'll also have experts on hand to assist with any of our campus-supported platforms including Canvas, Compass2g, Mediaspace and more.

CITL Data Analytics Consulting and Training

Statistics, Survey and Data Assistance is available this fall for faculty and students both in-person and over zoom.  We assist with SPSS, STATA, SAS, R, Python, ATLAS.ti and Qualtrics questions. Learn more at http://Go.illinois.edu/Surveystatsdata

 
 

CITL Events & Workshops

 
 
Thursday, September 2
Metacognition in the Classroom
1:00 P.M. - 2:00 P.M., Online, register to receive Zoom link
Presenter: Sarah Krueger, CITL Graduate Affiliate
 
Thursday, September 9
Monday, September 13
Helping Your Students Establish a Sense of Belonging in Your Class
12:00 P.M. - 1:00 P.M., Online, register to receive Zoom link
Presenter: Devyn Shafer, CITL Graduate Affiliate
 
Tuesday, September 14
Active Learning Made Easy
2:30 P.M. - 3:30 P.M., Online, register to receive Zoom link
Presenter: Luzmarina Garcia, CITL Graduate Affiliate
 
Monday, September 20
The Power of Presentations: Enhancing Your Slides for Teaching and Engagement
3:00 P.M. - 4:00 P.M., Online, register to receive Zoom link
Speaker: Jamie Nelson, CITL & Gies College of Business
 
Check the CITL calendar for new workshops added regularly, and for a complete listing of all our Canvas training and support opportunities.
 
 

Teaching Tips

 
 

Lighting the Path: Making Connections Between Classes and Careers

(from Faculty Focus) Students can have a hard time seeing how general education requirements and foundational classes help them achieve their goals. Students, especially adult learners, want to make measurable progress toward their degrees right out of the gate. Actually, want might be too weak a word. As they balance jobs, families, an income gap, and student debt that grows weekly, they need to make progress as a tangible achievement to keep them going. What I want to focus on are potential solutions, or at least actions we can take toward solutions. If we view a student’s educational journey as a continuity, as a process with incremental progress, how do we put the imprint of this journey on individual classes? We can do this in part by creating a context for the learning in our courses and through instilling a sense of direction by infusing reflection in the classroom. Sometimes it’s text, sometimes video or audio—there are dozens of ways to connect and dozens of potential locations for this interaction to take place: gradebook feedback, inbox, the discussion board. The key is to have meaningful conversations with our students, a dialogue, not a sermon from the mount but an interchange—a back and forth

Use Revise and Resubmit Instead of Extra Credit

(from Faculty Focus) Many faculty provide extra credit or give in to student requests for extra credit, but this is not always an efficient way to produce learning. The major problem with extra credit is that it does not address a student’s actual deficiency. In most cases, the issue of extra credit occurs when there is some deficiency in a student’s performance that hurt their grade and they want to do something to improve it. But whatever they do to improve their grade is “extra,” meaning not the same as the problematic performance. For this reason, extra credit does not address the fundamental issue that motivated the extra credit. If a student gets a poor grade on an assignment in my class because they did not understand the human genome project, it is that understanding which needs to be addressed. It is not an objection to arbitrarily redefine “extra credit” to include a built-in revise and resubmit option for students. That is simply a misuse of the term. 

See More Teaching Tips Here

 
 
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