Teaching and Learning Centers Program Spotlight
Summer 2021 Webinar Series
A special thank you to the teaching and learning centers around the USG for helping to make this series happen.
How to Help Students Write a Resume
This webinar has been cancelled. We hope to reschedule in the fall.
How do we help students transfer learning from classroom to career? This session is for faculty who are interested in helping students navigate their career exploration but are not sure how to help them translate classroom learning into employable skills on their resume. Participants will learn a simple framework for helping students communicate the skills and knowledge they acquired in the classroom.
Mariko Izumi, Columbus State University
Reflection-Based Classroom Activities
June 9, 11 AM - 12 PM
Music. Words. Images. Movement. A quiet moment. Each of these can inspire reflection. Reflection can help students make connections between who they are and what they are learning, separate their own feelings of self-worth from their performance, and re-center in the moment. Reflection helps students think about their learning, their processes, and how it makes them feel. In this webinar, we will examine various means of reflection in-action and reflection on-action through in-class and out-of-class activities, and give students the tools to be successful and think differently.
Denise Domizi, University System of Georgia
Becky Johnston, University of North Georgia
Free Technology Tools to Teach YOUR Way
June 18, 11 AM - 12 PM
Our Learning Management Systems are robust with tools for many different methods of teaching and learning, but do you ever find yourself searching for new tools for a different learning experience? You’re in luck! In this webinar, instructional design and digital learning power-duo Tiffani Reardon and Tammy Powell will show free technology tools to help you teach in new and creative ways while also working smarter, not harder. Participants will walk away with a list of free tools and practical tips and ideas for implementing them in all class modalities.
Tiffani Reardon, University System of Georgia
Tamara Powell, Kennesaw State University
Student Readiness: Returning to Campus
June 22, 11 AM - 12 PM
Calling together a class of learners to meet physically should mean offering them a valuable experience. How can we maximize the impact of our time together in person? Also, how can we acknowledge and overcome students’ (and maybe our own) resistance to return to class? In this webinar, participants will reflect and draw upon lessons and knowledge gained during the shift to remote learning, including an increased focus on emotional well-being. We will recommend evidence-based strategies for the return to class that respect the expense of time and energy needed, for both students and faculty.
Judy Orton Grissett, Georgia Southwestern University
Susan Hrach, Columbus State University
Josie Baudier, Georgia Highlands College
Designing ePortfolios to Support Student Learning: The Hows, Whys, and Some Stories
June 29, 11 AM - 12 PM
ePortfolios allow students to tell their story of learning. Students act as tours guides and direct faculty and staff through important moments in their educational journal. In this webinar, we point to the AAC&U’s work on ePortfolios as a high-impact practice, introduce digital platforms you might adopt to document student learning, and tell the stories of two students and their ePortfolios.
Michael Rifenburg and Lindsay Linsky, University of North Georgia
Motivation and Gamification
July 7th, 11 AM - 12 PM
Create engagement through gamification in a manner consistent with cognitive and motivational science. Long Gamification is a new term associated with increased motivation to learn and based on the cognitive research behind psychology. Through Gamification, our purpose is to utilize game mechanics (points, badges, teamwork, leaderboards, etc) and enable learners to be inspired to extrinsically learn the material. The purpose is not to make a ‘game’ but to engage students through the science of motivation. This webinar will discuss what gamification is, why game mechanics are engaging, and how to apply these concepts in a learning environment. Through implementation of gamification, these techniques and components can be adapted to current teaching practices to benefit our students.
Jeff Mastromonico and Lynsey Steinberg, Augusta University
Documenting Effective Teaching Behaviors
July 20, 11 AM - 12 PM
Make the most of your professional development experiences and showcase your teaching innovations and accomplishments! Using our Critical Teaching Behaviors framework, we’ll discuss how you can create a reflective narrative of effective teaching using evidence from instructional artifacts you already have or could easily create.
Lauren Barbeau, University of Georgia
Claudia Cornejo Happel, Embry-Riddle Aeronautical University
Nearpod asynchronous link, Code: ZKQ2J
This link will allow participants to work through the slides and activities while watching the presentation.
Narrative starter activities
Note: the doc is set to “View Only” access. To create an editable version, click “File” and select either the “Make a Copy” or “Download” option.
Building a Certified Peer Observation Program: Improving Teaching and Removing Biases
July 28, 11 AM - 12 PM
Are you applying for tenure/promotion or undergoing post-tenure review? Are you an administrator evaluating faculty teaching? There are inherent flaws in the sole use of Student Evaluations of Teaching (SETs) to measure teaching efficacy- so how do you balance tenure and promotion portfolios with other forms of evidence? The Center for Teaching, Learning, and Leadership at the University of North Georgia (UNG) is planning a Certified Peer Observation Program designed to be a non-threatening way to improve teaching through peer feedback from a fully trained observer. Faculty can use the observation as an alternative and unbiased metric to balance SETs. We will provide a preliminary overview of the system under development at UNG, will offer suggestions for how to incorporate peer observations into teaching portfolios, and we encourage participants to bring their own ideas to share.
Rebecca Johnston, Roger Runquist, Carl Ohrenberg, Lindsay Linsky, University of North Georgia