Faculty Development Archives
Archived sessions of the Office of Faculty Development’s Faculty Development Series are available for viewing by selecting the session title on this page. Archived sessions may be viewed at USG YouTube.
Academic Year 2015-2016
Presenter: Brichaya Shah, Kennesaw State University
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
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.
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.
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.
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.
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.
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.
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.
Presenter: Michele DiPietro, Kennesaw State University
Every time national or local tragedies happen (e.g., 9/11, Virginia Tech, Newtown), their impact is felt on our campuses. These occurrences are thankfully infrequent, but this means instructors are not prepared to teach in their aftermath. My research indicates that most professors are very confused about how to respond to a tragedy, what their role should be and what actions are most effective. In fact, my research also indicates that the most common response to tragedies in the classroom was the one the students found least helpful. Rather than being prescriptive, this presentation will draw on this research to help participants define their role and consider a list of effective strategies that will work best for them.
Moderator: Jason Huett, University of West Georgia
What are some of the most important elements to successfully teaching adult learners in an online environment? In this session, we have brought together a panel of experts from across the University System of Georgia to share their experiences and expertise, and to answer your questions about teaching adult learners online.
Presenters: Elizabeth Lucht and Marina Smitherman, Dalton State University
Designing individual active learning assignments to address challenging course concepts is an effective bridge between didactic lecture and the fully flipped classroom for faculty interested in improved student learning gains who prefer lecturing. This session describes the tools, design and implementation of two highly effective interactive activities for a semi-flipped classroom.
Edunav: Helping students manage their education and achieve their goals
Presenter: Jeff Relue
In this session learn how students can better manage their education and register every term to the optimal set of courses and sections, shortening their time to graduation and minimizing wasted credit hours.
Utilizing existing data in real-time from both the student information system (for example: class schedules and student records) and degree audit system (policies, rules and the course catalog), Edunav automatically generates an optimal personalized map-like plan for each student based on their chosen career/life-goals (degrees & certificates) and personal circumstances. See how the degree plans continuously adjust as circumstances change, always picking the best set of courses and sections, guiding students to a successful on-time completion.
Additionally, with a view into all the student plans, the service forecasts the need for future course capacities allowing institutions and departments to plan accordingly.
No Archive Available
Presenter: Janet Sylvia, University of Georgia
If any of your academic course content is delivered over the web, then it must be accessible for all students - including students with disabilities. In this session we will cover accessibility requirements and provide 10 Tips for Creating Accessible Course Content. These are easy steps everyone can take to help ensure academic courses are accessible for all students.
Presenter: Katie Mercer and Raleigh Way, Georgia Southern University
This webinar will be of interest to anyone interested in developing distance education policies and procedures within a single academic unit.
Presenters: Chase Hagood and Naomi Norman, University of Georgia
Reacting to the Past’s approach to teaching and learning consists of elaborate games in which students are assigned roles informed by classic texts in the history of ideas. Class sessions are run entirely by students; instructors advise and guide students and grade their oral and written work as well as participation. This workshop will introduce the general approach of Reacting’s pedagogy, provide an overview of current game offerings, and examine various faculty development partnerships and initiatives that have sustained the growth and dynamism of Reacting to the Past at The University of Georgia.
Moderator: Jeff Gallant, University System of Georgia
Open Educational Resources (OER) are free resources with an open license which allow for reuse, redistribution, remixing, and revising. Using OER in college courses can save students money on textbook costs, foster more equitable access to materials, and engage students in interesting ways that all-rights-reserved copyright often does not allow. This panel is a collaboration between Affordable Learning Georgia and the USG Office of Faculty Development, featuring instructional designers and USG Centers for Teaching and Learning faculty and staff, discussing current OER course design practices in face-to-face, hybrid, and online instruction.
Presenter: Dovile Budryte
Recently, the concept of intersectionality, referring to the ways in which various identities and forms of oppression intersect, has become visible in various fields, including political science and international relations. With its origins in black feminist studies, this concept is often used by student political activists interested in various issues, including women’s rights and the political rights of various groups. How can this concept be used in contemporary political science and international relations classrooms? Drawing on examples from several classes, I plan to highlight several ways in which the concept of intersectionality can inform our teaching about civil rights, human rights, nationalism, and migration.↑ Top