MENGES AWARD RECIPIENT. This session presents faculty development strategies to transform instructors' perceptions and practices of online course design and teaching. We explore: Which methods utilized in a blended faculty learning community, categorized by the presences of the Community of Inquiry framework, had the most impact on participants' perceptions and practices of online course design and teaching? Why were these methods impactful? The answers speak to the roles that community engagement and a reflexive process of "looking inward" play in navigating personal and institutional change. Learn research-tested, practical techniques that establish Teaching, Cognitive, and Social presence to inspire teaching transformation.
SIG Mission: TwT's goal is to support faculty developers who assist faculty with integrating technology into teaching and learning by providing resources on trends, issues, effective strategies, and new developments.
The poster describes Pivotal Pedagogy, a two-week online seminar for faculty developed in response to COVID-19. Pivotal Pedagogy encourages faculty to anticipate change and provides approaches for a quick pivot in response. Drawing on crisis communication theory, trauma-informed pedagogy and research on blended, flipped, and hybrid instruction, Pivotal Pedagogy advocates for content and strategies that complement face-to-face instruction and promote meaningful learning, while providing intellectual challenge and support for students. The poster describes outcomes, modules, assessment procedures, and assessment data collected from over 160 full-time faculty participants attending the seminar.
This poster presents a large public, research-intensive university's approach to supporting faculty in the move to remote teaching via a weekly online discussion series on Zoom. The series' goals were to support faculty use of evidence-based practices in remote teaching while providing a space for faculty to create community in a time of social distancing. Each session featured a faculty guest speaker, an article providing evidence-based online teaching practices, and opportunities for faculty to discuss online learning in small groups using Zoom breakout rooms. The poster features multimedia to demonstrate program development and lessons learned.
Many college instructors expect their students to begin college with the ability to read for critical analysis and engagement. Yet when students enter college, they likely encounter new kinds of texts and academic conversations that can make it challenging for them to learn from these readings . On top of that, students often encounter these texts in online environments, spaces where they may not have learned to annotate or respond to texts. This poster will show a framework for digital reading activities that instructional designers and faculty alike can adopt to facilitate deep digital reading across the disciplines.