Faculty Development

Academic Affairs Division

Teaching and Learning Centers Program Spotlight

USG’s Office of Faculty Development is pleased to recognize unique and successful programs of our Teaching and Learning Centers around the system through our Program Spotlight.


Fall Webinar Series

September 2, 2020

Upcoming Webinars

Engaging Students

Register for this session

September 29, 2020 11 AM – 12 PM

In this interactive session, we will discuss how to leverage technologies to create engaging learning experiences while making it manageable for you as an instructor. We will focus on technologies and strategies you could use to facilitate three elements of student engagement: communication, connection, and interaction. Whether you are teaching in-person, hybrid, or online classes this Fall, please join us for a discussion on engaging students and supporting their success. Come with your questions and share with your colleagues what has worked well in your teaching.

Facilitator:
Chaohua Ou, Georgia Tech

Creating Community in the Classroom

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October 2, 2020 11 AM- 12 PM

Students, especially first and second year students, are very influenced by their classroom environments. They may also feel overwhelmed and disengaged in online classes and not perform well. Faculty new to online teaching also describe the same feelings of disconnect with students in their online courses. While online courses are different from face-to-face and hybrid courses, there are many ways to create a sense of community that matches, or even exceeds, face to face class engagement. During this webinar we will explore how to develop a positive and supportive online learning environment that will allow all learners to succeed.

Facilitators:
Laura Carruth, Georgia State University
Josie Baudier, Georgia Highlands College

Hybrid High-Impact Practices (HIPs): What we know and where we might go

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October 6, 2020 11 AM – 12 PM

Have you ever wondered: am I alone in trying to transfer [insert your incredible HIP here!] to an online/hybrid environment? Does it have to be this difficult? Will students still be challenged to learn more deeply through a hybrid experience? Short answer: you are not alone! Since March 2020, instructors across American higher education have confronted this question–one framed by disciplinary norms, institutional resources, personal resources (namely, time), departmental cultures, etc.

Dr. Thomas Chase Hagood (director of the Division of Academic Enhancement at the University of Georgia and chair of the LEAP State Georgia consortium) along with Dr. Shannon Brooks (director of the Office of Service Learning at the University of Georgia) are excited to facilitate this session exploring hybrid HIPs research, advocacy, and campus practices. We trust participants will leave the session more knowledgeable of core research on hybrid HIPs; eager to participate with HIPs communities of practice here in Georgia; and, equipped with powerful examples of how you might adapt hybrid HIPs for your courses, program, or campus.

Facilitators:
Chase Hagood, University of Georgia
Shannon Brooks, University of Georgia

Promoting Intellectual Engagement

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October 9, 2020 11 AM – 12 PM

You’ve moved your course totally online: How do you inspire the same level of creative excitement about discovering connections, exploring insights, and working together to construct deep understandings of the material? In this session, we will provide you with guidelines and specific strategies for creating the environment that supports intellectual engagement and exploration in your asynchronous online course.

Facilitators:
Amy R. Austin, eCampus
Beth René Roepnack, eCampus

Summative and Formative Assessment

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October 12, 2020 11 AM – 12 PM

As learning models shift between face to face, hybrid, and remote, how we facilitate and assess learning naturally shift as well. Traditional models of homework, in-person exams, and student presentations necessarily require rethinking and flexibility. How might we approach these changes to assessments in ways that are equitable, feasible, and motivational?

In this workshop, we use the backwards course design process and Transparency in Learning and Teaching (TiLT) framework to think through ways to create summative and formative assessments that are aligned with course objectives, effectively demonstrate student learning, and are feasible in multiple learning contexts.

Facilitators:
Rebecca Pope-Ruark, Georgia Tech
Carol Subiño Sullivan, Georgia Tech

Cultivating Self-Care and Burnout Resilience in Uncharted Waters

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October 15, 2020 11 AM – 12 PM

This session will explore what burnout is, how our current circumstances can exacerbate a sense of overload, and how burnout syndrome may impact students and their learning. Participants will leave with suggestions regarding how to cultivate self-care and wellness in all domains of life, and how to embed these techniques as a pedagogical practice in the learning paradigm. Finally, participants will learn how to foster resilience to keep the boat afloat amidst these uncharted waters.

Facilitators:
Becky Johnston, University of North Georgia
Tamara Payne, Fort Valley State University
Rebecca Pope-Ruark, Georgia Tech

Treating Cheating as a Growth Opportunity (for our students and for us, too)

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October 19, 2020 11 AM – 12 PM

When a student cheats, what emotions do we experience? It’s hard to step aside from our instinctive negative responses to these incidents, but they’re important opportunities for both faculty and students to treat as learning opportunities. In this session, we’ll use case studies as a basis for sharing responses to complex situations. We’ll consider ways that we can prevent or lessen academic dishonesty, and how – if it does occur – our responses can result in the most meaningful growth for our students.

Facilitators:
Susan Hrach, Columbus State University
Mariko Izumi, Columbus State University


OFD Summer Webinar Series

May 28, 2020

Jump to Past Sessions and Resources

Upcoming Webinars

Check back for more webinars in Fall, 2020.

Past Sessions and Resources

Connecting in the Time of Corona: Techniques to Listen and be Heard

As faculty we communicate on many levels both formally and informally, and new demands are being made on our communication skills. Join us for this interactive webinar to boost your communication skills, both remote and face-to-face. The session will address employing active listening skills for reciprocal communication, establishing clear expectations, and creating a work space to serve well in an online environment.

Facilitators:
Carl Ohrenberg, University of North Georgia
Mary Carney, University of Georgia
Wendi Jenkins, University System of Georgia
Becky Johnston, University of North Georgia

Webinar materials:
Link to Webinar recording
Handout
PPT Slides


Small Teaching Online: Minor Changes, Big Impact

When instructors integrate even small, evidence-based changes to an online course, the efforts can pay off in better learning outcomes for their students (Darby & Lang, 2019). This workshop will provide specific, small changes that instructors could try throughout the semester to overcome common barriers to online learning (e.g. building community and fostering student autonomy).

Facilitator: David Glassmeyer, Kennesaw State University

Webinar materials:
Engaging Online Learners Through Synchronous Meetings
Teaching before the bell rings by Peter Newbury
Small online teaching tips by Joe Hoyle
Transparency in Learning and Teaching (TILT)
17 Online Instructors’ Advice from Inside Higher Ed
Trauma-informed teaching strategies from Chronicle of Higher Education


Online Course Design and Course Planning

Are you unsure of how to start planning your courses for the fall? Have you wondered if you are designing your online course in the best way possible? Regardless of the delivery modality you use to facilitate courses, you will need to establish and implement a course design plan. In this webinar, we will explore course design principles, including organization, engagement, alignment, and learner support. If you are new to online teaching or new to online course design, please join me for this interactive webinar where we will explore how to purposefully plan your course.

Facilitator:
Josie Baudier, Georgia Highlands College

Webinar materials:
Link to Webinar recording
Course Design PPT


TILTing Your Online Assignments

Even when you think you have clearly outlined the expectations for an assignment, there are often students who are confused about what they are supposed to do and how they are supposed to do it. Sometimes they figure it out along the way, but too often they either waste time because they do not understand the assignment, turn in something that is not what you were hoping for, or give up all together.

All students benefit from transparently designed assignments (Winkelmes et al., 2016; Winkelmes, Boye, & Tapp, 2019). These assignments 1) have a clearly defined purpose, 2) list the tasks students will perform, and 3) explain the criteria for success. The Transparency in Learning and Teaching (TILT) Higher Ed Project has found that students in more transparent courses generally indicate improvements in their academic confidence, sense of belonging, and employer-valued skills, especially for underserved students. This session will explore the compelling evidence for the effectiveness of TILTed assignments and will offer techniques for applying evidence-based practices that create clearer assignments.

Facilitators:
Jesse Bishop, Georgia Highlands College
Jordan Cofer, Georgia College
Denise Domizi, USG
Rod McRae, University of West Georgia
Marina Smitherman, Dalton State University

Webinar materials:
Link to recording
TILT Presentation Slides
TILT Supplemental Materials
Essay Outline, shared by Marla Means from Georgia Highlands College


Supporting Students During Uncertain Times

This session will focus on practical things that faculty can do to support students and to increase the probability of academic success and student satisfaction in the remote environment. In particular, the session will focus on specific commentary provided during and after the sudden transition to online instruction, in order to best understand student perspectives. Content will focus upon effective engagement, proactive feedback, personal connection, promoting wellness, and maintaining academic excellence while teaching remotely.

Facilitator:
Becky Johnston, University of North Georgia

Webinar materials:
Link to recording
SupportingStudents.pdf
Supporting Students outline


Supporting Adjunct/Part-time Instructors

This webinar provides an overview of synchronous and asynchronous modules designed to support non-tenure track instructors. Participants will also brainstorm structures already in place at their local institutions that could be leveraged to support non-tenure track instructors.

Facilitator:
Michael Rifenburg, University of North Georgia

Webinar materials:
Link to recording
Slides

Facilitating Online Discussions in Both Synchronous and Asynchronous Environments

Are you tired of teaching into the online void or struggling to get students interacting in discussions online? Have students expressed to you that they consider discussions “busy work” or do the bare minimum without engaging or developing a sense of community? Designing effective online discussions can be challenging and just at the moment we may not have a lot of time to dedicate to thorough design. This online webinar will explore best practices in designing asynchronous and synchronous class discussions in the online environment. Participants will receive step-by-step instructions for a low-tech simple yet effective model for creating engaging asynchronous discussions, examine how to transition a variety of engaging in-person classroom discussion techniques to the synchronous online environment, take away example engaging discussion prompts, and have the opportunity for active personal reflection on past success with creating engaging online discussions.

Facilitators:
Jim Berger, Georgia College
Marina Smitherman, Dalton State College

Webinar materials:
Link to recording
Engaging Online Discussions - Slides
Engaging Online Discussions Handout


Humanizing Your Online Course

This session/workshop will present faculty and faculty developers with concepts, skills, and strategies to humanize the online learning environment, from overarching approaches to targeted, micro-level approaches. Participants will be able to recall key concepts and be provided opportunities to discuss how they might use strategies in their courses to humanize and personalize learning experiences.

Facilitator:
Jesse Bishop, Georgia Highlands College

Webinar materials:
Link to recording
Humanizing Online Learning - Slides

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Keep Teaching USG

March 19, 2020

Keep Teaching USG is a resource developed to assist faculty as they make the rapid shift to remote instruction for the remainder of Spring 2020 semester.

The site includes guides from the USG and institutions to help both faculty and students. It is being updated regularly.


USG Resource Guide for Transitioning to Remote Instruction

March 7, 2020

Resource Guide Infographic

In response to Coronavirus Disease 2019 (COVID-19) preparedness plans, USG eCampus has produced an online training course for USG faculty called “USG Resource Guide for Transitioning to Remote Instruction.” It is a condensed triage-style training that focuses on the basics of online access, communication, quizzes, and assignment submissions. There will be a companion training for students as well as a basic D2L LMS template that faculty can use.

Please email Amy Austin, Director of USG eCampus Online Faculty Development, if you have questions.


GA-CTL RAC meets at Valdosta State University

March 6, 2020

The GA-CTL RAC met this week at Valdosta State University, hosted by Jamie Landau from the Center for Excellence in Learning & Teaching (CELT). One of the big topics was sharing COVID-19 preparedness plans and resources.

The group toured VSU’s STEAM Center, Center for eLearning, and the CELT, and participated in professional development workshops facilitated by Michele DiPietro of Kennesaw State University, and Ashley Cooper of VSU.

GA-CTL RAC AT VSU STEAM Center Workshop image


Regents’ Scholarship Gala Recognizes Teaching Award Winners

February 24, 2020

Congratulations to all of the Regents’ Teaching Award winners who were recognized Friday night at the annual Regents’ Scholarship Gala. The awards were presented by regents Erin Hames and Jose R. Perez

Teaching Award winners

Image 1: Hasitha Mahabaduge (Georgia College), Marina Smitherman (Dalton State College), and Donald Webster (Georgia Tech), winners of the Excellence in Teaching Award.

SoTL Award winner

Image 2: Ashok Goel (Georgia Tech), winner of the Scholarship of Teaching and Learning award, with regents Erin Hames and Jose R. Perez.

SoTL Award winner

Image 3: Kimberly Shaw (Columbus State University), winner of the Scholarship of Teaching and Learning award, with regents Erin Hames and Jose R. Perez.

Not pictured: David Glassmeyer (Kennesaw State University), winner of the Excellence Award for Online Teaching, with regents Erin Hames and Jose R. Perez.

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