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.
Professional development is a sought after resource for faculty, both personally and professionally. However, funding for this essential support can be challenging for faculty to obtain, particularly for those that hold part-time positions, work remotely, or teach in online and hybrid modalities. Yet, this group represents the largest growing population of instructors with the least amount of support in higher education. Discover how one Midwestern institution's teaching and learning center hosted its first fully online Virtual Academic Conference, learn faculty perspectives and cost-effective strategies that informed the design, and the timely implications for educators moving towards an increasingly virtual environment.
Active Learning Classroom (ALC) assessment data can help institutions demonstrate the "value-added" of face-to-face learning as online options increase in quality and availability. Ongoing ALC assessment also creates opportunities for institution-level reflection to anticipate changing needs and plan for new and emerging challenges (like the impact of COVID-19). Key findings from six years of instructor and student experience assessment data (5000+ survey responses) in eighteen active learning classrooms at a large, public research institution will be shared, as well as lessons learned and methods for organizing data from an iterative longitudinal assessment protocol that can be used by other institutions.
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.
Struggling to engage online students in relevant ways? In this session we will discuss student perceptions and student engagement in online discussions through an emerging online discussion strategy called digital powerups. Digital powerups are keywords displayed as hashtags that are associated with corresponding prompts in online discussion forums allowing for student choice and voice. By providing multiple entry points, you'll find that your students will engage in discourse in authentic ways, and will allow you to cultivate social presence in your course.
Taking a step forward from CTLD's learning consultation services, National Taiwan University developed a Pre-Calculus Self-evaluation System (PCSS). It is an online learning system that allowing students to self-evaluate their Calculus ability through a set of Calculus questions before their first Calculus class in university. In the Full semester 2019, 462 students from 14 freshman Calculus courses used the system. Our preliminary study results showed that using PCSS can positively impact students' learning outcomes, especially their mid-term grades in the first semester. Moreover, students' results in PCSS provide information for instructors to make necessary teaching adjustments in the course.
Now more than ever, faculty are understanding that effective online teaching combines an awareness of course design with effective strategies for supporting diverse learners. However, few institutions have formalized processes in place encouraging faculty to review each other's online courses for quality. By utilizing peer review, colleges and universities can help improve overall online teaching performance and course effectiveness. This roundtable discussion highlights the process our small college utilized to design our own customized online course review rubric and process for providing formative feedback and discussion about faculty's experiences, needs, and concerns with online course design.