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Faculty Development Series Archives

Print friendly Modified September 1, 2016

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Archived sessions of the Office of Faculty Development’s Faculty Development Series are available for viewing by selecting the session title on this page. Faculty Development Series are available from previous years at USG YouTube. Archived sessions may be viewed at [USG YouTube(

Academic Year, Fall 2015-2016

QM Implementation Plan

Presenter: Brichaya Shah, Kennesaw State University

ReadSpeaker: Text to Speech Solutions

Speaker: Joe Messanella

ReadSpeaker is a D2L brightspace partner, our text-to-speech technology is integrated in the D2L lms, USG campuses just need to follow the USG guidelines to have it activated in their instance for testing/production. This will provide a listen feature with highlighting for the D2L based courses. Aligning with UDL, ADA and QM guidelines, ReadSpeaker caters to different learning styles, enhances the learning experience for all students , and is an assist for those who are for example dyslexic, ESL, learning disabled, ADHD, non-trads, Veterans and international students. At this time, the University of West Georgia, Georgia Perimeter College, and eCore are ReadSpeaker clients

Study Abroad and Service Learning

Presenter: William Finlay and Markus Crepaz, University of Georgia

The focus of the session will be on developing, running, and teaching in study-abroad programs. We will be explaining what happens on the ground when one takes students to another country–what works and what doesn’t, what to encourage and what to avoid, and why study abroad, if done as it should be, is an unmatched learning and teaching experience.

Cognitive Theory of Multimedia Learning & Web 2.0 Resources

Presenter: Renita Luck, Darton State College

We are educators because we are passionate about sharing information and helping others discover the joy of learning. And, while the cognitive processes for learning may not have changed over the years, how we engage those processes most certainly has. The demand for 21st-century skills such as digital literacy, collaboration, and critical thinking mandate that we infuse our lesson plans with technological resources and engage our students in collaborative, interactive environments.

Whether or not the thought of using technology in your classroom fills you with excitement or dread, this workshop is for you. By exploring three principles of the Cognitive Theory of Multimedia Learning and freely available Internet resources, this workshop will help guide you in the process of incorporating technology into your existing lesson plans in ways that will engage the student and maximize the use of cognitive processes to enhance active learning.

Case-based Teaching in a Digital Platform

Presenter: Joan Walker, Pace University

Case-based teaching is a valuable instructional method because it immerses learners in authentic problems while also introducing them to the way an expert thinks. As more of the higher education curriculum moves online, an outstanding question is “Can case-based teaching translate to a digital platform?” This session uses two learning theories to address this question. First, consistent with constructivism, the session demonstrates how an inquiry cycle framework can be used across disciplines to organize the sequence of cognitive tasks required during case-based reasoning. Second, it explains how observational learning theory and vicarious experience can inform the choice of materials to be embedded in the inquiry cycle shell. To experience this online architecture, the presenter will walk attendees through a multimedia e professional task of parent-teacher conferencing. The demonstration case shows how video models, opportunities to make decisions, and expert feedback can be organized to facilitate learning. Results from over 200 novice teachers are used to illustrate how online instructors can automate assessment of student learning in case-based tasks and in turn, how instructors can transform those assessment results into scholarly research data.

SoTL in STEM Fields

Presenter: Paula Lemons, University of Georgia

Many college science instructors have questions about their students’ learning. For example, do the reading quizzes I provide make a difference? What are students thinking when they take my exams? Do students gain conceptual understanding of key scientific concepts when they take my course? This session is for science faculty who would like to design systematic investigations of student learning in their courses. We will discuss how to design these investigations and will consider what can be gained from qualitative and quantitative approaches to educational research. We will also work through a case study that provides a real-life example of educational research in the college science classroom.

Designing Online Courses

Presenters: Traci Stromie and Josie Baudier, Kennesaw State University

Join us to learn more about intentional design for online courses. Thinking about organization, navigation, and alignment before students even register for your course is crucial for success. We will be discussing effective practices (Boettcher, 2013), Understanding by Design (Wiggins & McTighe, 2006), and designing with the Quality Matters standards in mind.

Critical Thinking Project

Presenter: Val Czerny, East Georgia State College at Statesboro

Join Val for a presentation about how East Georgia State College’s QEP (Quality Enhancement Plan) sparked the idea for a new publication, where students’ critical thinking skills are highlighted and discussed. The publication, Essais, is in the process of becoming a part of faculty assessments, where faculty members are developing ways to use the essays to prompt further connective critical thinking in their classrooms.

Webinars, Courses, and Keynotes: Online Presentations that Deliver

Presenter: Sherry Clouser, University of Georgia

Preparing to give an online talk can be a little intimidating - you want to make sure that your visuals are engaging, but they must also be clear and support your message. In this session, we will explore some general design concepts to keep in mind, as well as ideas for inviting your attendees to actively participate.

Academic Year 2014-2015

Quality Matters

Thanks to an ALC subaward, faculty at Atlanta Metropolitan State College have engaged with Quality Matters and have revised their online courses based on the QM rubric. Our faculty panel will share specific ways in which Quality Matters workshops enable them to improve their online courses and also guide them in their efforts to create online courses specifically designed for adult learners. In addition, our new faculty orientation includes a face to face as well as online segment on Quality Matters to prepare new faculty for online instruction.

Understanding Your Veteran and Military Students

Join Dr. David Snow, Director of Military Affairs at the Board of Regents of the University System of Georgia for an overview of issues currently facing veterans and active military who wish to attend college, what faculty and administrators should know about these students, and current initiatives across the USG.

Kissing Pricey Textbooks Goodbye: Teaching with Open Access Materials

Presenter: Dr. Susan E. Hrach

As textbook costs rise and free online materials proliferate, are we ready to cut ties with traditional sources of content? We’ll consider a new role for faculty as curators of content and what that means in theory and in practice. Presenter Susan Hrach will share a recent pilot experience with a literature course, including student responses to the textbook-free learning environment.

ePortfolios for Learning, Assessment, and Career Development

Presenter: Dr. C. Edward Watson, University of Georgia

ePortfolios are web-based, interactive tools that are designed to help students create, organize, reflect upon, and share evidence of their educational accomplishments, both in courses and across co-curricular activities. ePortfolios are also used to assist programs and departments with self-studies, assessment activities, and accreditation challenges. This session will provide an overview of the current ePortfolio landscape by examining the key promises offered by such tools in teaching and learning, assessment, and professional development contexts. Significant time will be spent exploring the pedagogies that employ ePortfolio processes and technologies. Appraisals of existing technologies along with a consideration of current technological limitations will be discussed. The session will conclude with a brief summary of key findings from within ePortfolio scholarship and how that information should inform future ePortfolio practices.

My Students Won’t Stop Behaving Badly, Now What?

Presenter: Dr. Kathleen S. Lowney

From texting to rude behavior to tantrums and even violence, faculty can encounter disruptive behavior by students in face-to-face, hybrid, and online environments. We’ll talk some about low level disruptions, techniques to resolve them, and then focus on how to de-escalate those which could spiral out of control.

How Do I Get the Technology Solutions I Need For Work, School and Home?

Presenters: Doug Hyche, Jack Delinsky, Board of Regents of the University System of Georgia

Technology touches all aspects of our life - work, school, and personal life. How do you get the technology solutions you need swiftly and at low cost? Join members from Software Resource & Services (SRS) and the Customer Relationship Management Team, divisions of the Board of Regents Information Technology Services office, to learn more about the technology solutions, resources, and additional opportunities you can leverage both inside and outside the classroom. This presentation will include a brief overview of SRS’s Institutional and Personal Stores where significantly discounted name brand software can be purchased for institutional and individual use. Additional resources, endeavors, and opportunities to participate will be discussed. You will walk away from this presentation knowing more about key University System resources that can help you move forward both personally and professionally.

The Quality of Learning in MOOCs

Presenter - Thomas C. Reeves, PhD, The University of Georgia

Massive Open Online Courses (MOOCs) and other forms of open education are viewed as positive disruptive innovations by some and as threats to traditional education by others. The discord over MOOCs is especially evident in the higher education sector. This presentation examines the evidence for and against MOOCs, especially with respect to the quality of the learning accomplished by participants. The presentation also describes inconsistencies in learning assessment in MOOCs, and suggests innovative assessment strategies based on authentic tasks. Finally, recommendations are made for advancing the efficacy and impact of MOOCs through educational design research.

Complete College Georgia Initiatives, Part 1

Presenters: Chaudron Gille, Kelly McCoy, Helen Tate andTimothy Renick.

The session will provide an update on three initiatives launched as a part of the University System of Georgia Complete College Georgia Incubator Grants.

Infographics, Part 1

Presenter: Lisa Johnson

After participating in this workshop, you will be able to distinguish infographics from other graphic formats, recognize the characteristics of an effective infographic, recognize various strategies for using infographics in instructional designs, locate existing infographics for use in instructional designs, recall techniques for creating effective infographics, and plan use of familiar technologies to create infographics.

Infographics, Part 2

Presenter: Lisa Johnson

After participating in this workshop, you will be able to distinguish infographics from other graphic formats, recognize the characteristics of an effective infographic, recognize various strategies for using infographics in instructional designs, locate existing infographics for use in instructional designs, recall techniques for creating effective infographics, and plan use of familiar technologies to create infographics.

LoudCloud: Equipping Faculty and Institutions for Competency-Based Education

Presenter: Rhonda Blackburn

Delivering and managing a successful competency-based education program requires rethinking several aspects of course design and student management. This session will highlight the key considerations required to build an engaging CBE program including direct assessment versus credit equivalency considerations; building a competency map and aligning course level competencies to occupational standards; authoring robust assessments to align to competencies; building different study plans; developing unique grading systems into the program; tracking and managing student outcomes against preset goals, and using data to improve curriculum. The session will include observations and learnings based on CBE deployments at community college, public, and for-profit institutions.

Presenting Learning to the Public: Using Word Press as Assessment Tool

Presenter: Ben Wright

Students pour countless hours into coursework only to see the product of that labor result in a paper or exam which is either discarded or filed away in cabinet. This talk proposes that we consider ways to turn student learning into enduring monuments of achievement. Taking this approach can dissolve the boundaries of the classroom and enable students to make connections between their academic work an the wider world. Ben Wright has taught a series of courses that ask students to produce websites that archive and present student learning. Drawing on his experience as the editor of, a NEH funded digital seminar for K-12 educators, Wright has worked with students in creating websites for a course on the rise and fall of Atlantic slavery, viewable at and the history of global apocalyptisicm, viewable at Hear more about his experiences and consider how you can integrate these models into your own classrooms.

Academic Year 2013-2014

Accessibility Considerations for Desire2Learn 10.2 Courses

What accessibility features are built into the new Desire2Learn (D2L) ver.10.2 learning environment? How do instructors leverage those features to develop accessible courses and content? What tools should they use? What tools should they avoid? In this seminar, we will discuss and demonstrate how to utilize key accessibility features of D2L ver. 10.2 to develop online courses that are accessible to all students.

Accessibility Solutions for Online Educational Environments

Online education, including MOOCs (Massively Open Online Courses), can provide a wonderful opportunity for people with disabilities if the course materials are made accessible for them. Join the presenters as they lay a framework and highlight techniques for ensuring MOOC and other online learning environments are accessible to all. This presentation will provide the faculty and support staff a tool kit of resources and strategies. The presenters will also review current accessibility trends and research in the field of virtual learning.

All Aboard! USG eMajor

The University System of Georgia eMajor Initiative launched in Fall 2012. Today, eMajor includes three undergraduate degrees and two affiliate institutions, Dalton State College and Valdosta State University. The eMajor programs exist to provide online undergraduate degrees of the highest quality Georgia learners. With majors and concentrations that focus on preparing adults to advance on their careers or to pursue new career paths, eMajor is a student-focused option offering access to online programs, targeted student support to promote student retention and graduation, and a demonstrated commitment to standardized Prior Learning Assessments (AP, CLEP, CBE) to ensure adult learners earn credit for the professional learning and experiences they have accumulated during their career. eMajor offers new opportunities for partnership and collaborative success across the USG. In this session we will discuss the process for institutional affiliation, how institutions can increase retention and graduation rates for adult learners through eMajor partnership, and the opportunities that eMajor offers for faculty, administrators, and students across the University System of Georgia. Join us to learn about the opportunities of becoming an eMajor Affiliate!

How’s it Going Really? Assessing Student Learning in the Classroom

This session is designed to help participants choose and use a variety of assessment tools and techniques that can help us better understand our students’ performance in the classroom. Important concepts underpinning successful classroom assessment will be introduced, a variety of classroom assessment tools and techniques will be described, and connections to helpful literature will be provided. During the session each participant will have an opportunity to articulate their own assessment needs, select several options for their own course from among a variety of effective assessment tools and techniques, and plan for initial implementation of one or two tools and techniques.

Implementing the 4 R’s of Open Textbooks

A growing number of open textbooks are freely available to reuse, redistribute, revise, and remix by anyone, anywhere. They are one way to help mitigate the high cost of textbooks for students and their families. But what exactly is an open textbook? Do open textbooks match commercial ones in terms of content and instructional design? Are all open textbooks quality-controlled through editorial and peer review? Is writing an open textbook considered scholarly work that counts towards professional development in tenure review? How can you apply your professional skills to reuse, adapt, and build upon the works of others and improve upon the quality of the works already available? The presenters for this session served on a collaborative team to develop an open textbook and will consider these and other questions.

Affordable Textbook Solutions in the USG: E, Free and Open

Team members present a new USG project to help student success by providing affordable textbook alternatives, based on The California State University’s Affordable Learning Solutions project. This one-stop service helps identify electronic, open, and free textbook and educational resources, as well as online materials in GALILEO and at USG libraries.

Introduction to the Scholarship of Teaching and Learning (SoTL)

At its most basic level, the Scholarship of Teaching and Learning (SoTL) can be thought of as the systematic study of teaching and learning; it involves asking a question, gathering evidence, drawing conclusions based on that evidence, and making those findings public for the benefit of others. The purpose of this session is to introduce participants to the Scholarship of Teaching and Learning, and to discuss ways to get started in SoTL research.

Measuring Grit: Do Non-Cognitive Attributes Impact Academic Success, Engagement, Satisfaction and Retention?

Learn about how schools measure and remediate non-cognitive factors such as students’ availability of time, support from family, levels of motivation, willingness to ask for help, and technical skills.

MERLOT 101: Finding, Evaluating & Integrating Open Educational Resources

If you’re reluctant to use open education resources because you’re concerned about quality and longevity or think they take too long to find and are too hard to integrate then give us an hour of your time to change your mind. This webinar shows you how to use MERLOT find and evaluate content-specific resources and demonstrates how to browse, search and use tools such as the Federated Search and Personal Collections to quickly build your collection of OER.

Reforming Remediation: Math on Wire

This presentation explores the challenges, (real and perceived) of both students and faculty of Learning Support Math at College of Coastal Georgia. Common misconceptions around a modular redesign will be discussed as well as the “Do’s and Dont’s” learned from the implementation at College of Coastal Georgia. Join us to see how this high wire analogy can help us address these challenges and propose solutions to overcome them.

Scholarly Open-Access Publishing and the Peril of Predatory Publishers

Emerging scholarly publishing models are changing the culture of scholarly communication. One of these new models, gold open access, provides free, universal access to scholarly literature. However, this model, financed by article processing charges paid for by authors or their funders, has led to the publication of questionable research. Numerous unscrupulous or “predatory” publishers using the gold open-access model have appeared, accepting papers just to earn the author fees. Greater scrutiny is required by all involved in scholarly communication from authors, to reviewers, editors, and even tenure and promotion committees. This talk will tell the story of the emergence of questionable publishers and explain how scholars and academic librarians can identify them. A particular journal’s inclusion in a library database doesn’t always mean it is legitimate. This webinar will provide an overview of the issues related to scholarly open-access publishing of importance to academic librarians, focusing on the unintended consequences such as predatory publishers and their abuse of the gold open-access model.

Academic Year 2012-2013

Accessibility & Disability: General Requirements and Individual Accommodation

Copyright and Fair Use

Tales from the Implementation of a Quality Assurance Coordinator

Academic Year 2011-2012

Academic Dishonesty

Distance Learning Leadership: Operations, Opposition and Opportunities

Intro to ePublishing - more than PDFs

Marketing Your Program through Social Media

Mentoring Adjunct/Part Time faculty

Section 508 Compliance and Online Course Content

What’s Online Will Hurt You