WINTER 2011 EVENTS
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To register, visit the Seminar Registration site.
EVENTS LISTED BY DATE
Friday, January 7, 9am - 4pm, Eberhard Center
This one-day conference is designed to foster discussion about assessment practices in use at Grand Valley State University. How are units, colleges, and individuals making decisions based on summative and formative assessment findings? A nationally known keynote speaker will help connect our work at GVSU to best practices across the country. Breakout sessions will be led by faculty and staff.
The keynote speaker will be Dr. Trudy W. Banta, Vice Chancellor for Planning and Institutional Improvement, and Professor of Higher Education, at Indiana University-Purdue University, Indianapolis. As an assessment movement heavyweight, Dr. Banta has received numerous national awards for her work and has consulted with faculty and administrators worldwide on the topic of outcomes assessment. Also, she has written/edited some 16 published volumes on assessment, the latest being “Designing Effective Assessment: Principles and Profiles of Good Practice.”
Saturday, January 15, 8:30am - 12:30pm, 111D DEV
Sessions led by part-time faculty, for faculty who teach part-time. This event takes place twice a year and provides faculty with an opportunity to come together, meet colleagues, learn teaching strategies and discuss ways to improve student learning.
Introduction to Student Response Systems (Clickers)
Tuesday, January 18, 10am - 11am, 2201 KC
Thursday, January 20, 9am - 10am, 303C DEV
Christine Rener, Pew FTLC & Karen Burchard, Information Technology
This hands-on session introduces pedagogical and technological aspects of using clickers effectively. We will address how to develop in-class activities that engage students and provide students with opportunities to think critically and test their understanding about what they are learning.
Research Assignment Design Brown Bag Discussion
Wednesday, January 19, noon - 1 pm 1142KC
Friday, January 21, noon - 1 pm 302E DEV
Peter Coco, Hazel McClure, University Libraries
Help your students write better research papers by giving them better assignments. Recent studies show that the many otherwise effective research assignment handouts don’t provide students with key guidance on how they should do their research. Assignments that provide that guidance can challenge students to critically engage with their research process and resist the temptations of plagiarism and “good enough.” Using the University Libraries’ Research Guidance rubric, we’ll focus on solutions that work across the curriculum. Faculty will be invited to discuss their own successes and challenges with research assignments.
International Student Experiences: Students Sharing Information About Adjustment To Academic Life
Tuesday, January 25, 1 - 3 pm, 2215/2216 KC
Wednesday, January 26, 2 - 4 pm, U Club, 107C DEV
Moderated by Kate Stoetzner, Director of International Student and Scholar Services. International students will participate in a panel/discussion about their academic experiences at GVSU.
Wednesday, January 26, 3 - 5 pm, (Downtown TBA)
Thursday, January 27, 1:30 - 3:30 pm, (Allendale TBA)
Glenna Decker, Educational TechnologyUnderstanding by Design is a framework for course development that aligns assessment with instruction. It provides a process for rethinking instructional practices that are effective for developing student understanding. Using the framework developed by Wiggins & McTighe, in this workshop we will apply the principles of Backward Design to course development. This strategy for developing any course or aspect of a course is useful for all delivery methods, and may be especially timely for those developing and teaching online and hybrid courses. Participants are asked to bring a syllabus. Using it, we will analyze one or more aspects of your course to which we will apply Backward Design. Participants will leave with at least one clear example from their own course and an ability to apply it to others.
Session 1: January 28, 2 - 4pm (Downtown TBA)
Sessions 2 & 3: Online through February 11
Session 4: February 11, 2 - 4pm (Downtown TBA)
Please note: Both in-seat sessions are required, as well as active participation during the online portion.
Glenna Decker, Educational Technology
In this series we will discuss the basics for developing a course with the online or hybrid designation. Designed to provide a starting point and to meet the requirements stated in the faculty handbook, we will orient you with resources and tools to begin your planning process with a foundation of quality standards. This session is a blended format, with half in-seat and half online.
Topics include establishing a foundation for online/hybrid course design and delivery, applying established quality standards, workload balance for faculty and students and an introduction to ADA compliance.
As we will not engage in hands-on training during this workshop, participants are expected to have a basic competency with computer usage and Blackboard. Please use the following as a guide and alert the facilitator (Glenna Decker, firstname.lastname@example.org) if you do not meet these competencies.
Please have experience with:
Basic computer skills
- Sending and receiving attachments via email
- Downloading software and/or documents
- Experience/familiarity with different file formats, especially Rich Text Format (.rtf), Microsoft Word Document (.doc or .docx), and Text document (.txt)
- Familiarity with using plug-ins (e.g. PDF reader, Flash)
- Making your course available
- Posting an announcement
- Posting faculty/contact information
- Adding, removing, or editing content items
- Creating, adding, and organizing content in folders
- Adding external links
- Creating a discussion board forum
- Emailing from Blackboard
- Identifying or working with your library liaison
Jan 28, 3 - 4:30pm, 2263 KC
Feb 25, 3 - 4:30pm, 2263 KC
Mar 25, 3 - 4:30pm, 2263 KC
Corey Anton, School of Communications
“Johnny can’t read not because Johnny can’t read, but because Johnny can’t imagine long term goals.” Marshall McLuhan
As part of the many national and international celebrations commemorating the centennial of Marshall McLuhan’s birth in 1911, this three-part workshop devotes time to discussing and assessing Marshall McLuhan’s most prophetic and controversial book: Understanding Media. If many books on the media are outdated soon after their publication, McLuhan’s book, on the contrary, has grown more relevant and more intelligible through the years. It perhaps took 40 years of social change for people to see what McLuhan presciently saw way back then.
These three-part reading and dialogue sessions are for anyone: faculty, students, others interested in and concerned about the rapidly changing communication environment. We all have witnessed and feel the many changes ushered in though advances in electric and digital media. In all areas of our lives (family, personal relationships, workplace practices, education, politics, news, economics, etc.), we notice their impact. We might benefit from pausing for a moment and taking a step back to carefully consider this classic text and what it offers. Accordingly, over the three sessions we will study and discuss chapter assignments from the book.
Session I: January 28th 3 - 4:30pm 2263 KC CH. 1-7
The workshops will start with Part I of the book. Participants and attendees should have read (studied) the first seven essays that comprise PART I for the first session. In the session, we will discuss the meaning of the main themes: “The medium is the message,” “Media Hot and Cool,” “Narcissus as Narcosis,” and outline key concepts and terms: explosion/implosion, centralization/decentralization, auto-amputation, global village. The first session will attempt to reveal the basic framework used throughout the book. Reading DUE Chapters 1-7
Session II: February 25th 3 - 4:30pm 2263 KC CH. 8-24
In the second session of the workshop, we will read chapters focusing on the history of communication technologies prior to the telegraph. We will attempt to understand the meaning of mediation by exploring the role of alphabetic literacy, mirrors, printing press, etc. Reading DUE Chapters 8-24
Session III: March 25th 3 - 4:30pm 2263 KC CH. 25-33
The third and final session will focus on the final chapters of Understanding Media. We will examine the meaning of the electrical age, focusing upon key themes that emerge with electricity: the telegraph, radio, television, automation, etc. Reading DUE Chapters 25-33
Thursday, February 3, 4pm, 122E DEV
Tuesday, February 8, noon - 1pm, 303C DEV
Wednesday, February 9, 10 - 11am, 1142 KC
Christine Rener, Pew FTLC
This hands-on session will focus on learning-centered question design, question types, and strategies for using them in class. This session is geared toward faculty with some familiarity with clickers. Bring examples of successful activities incorporating clickers to share with others.
Thursday February 10, noon - 1pm HRY TBA
Friday, February 11, 11am - 12pm, DEV TBA
Charlie Lowe, Writing
This workshop provides strategies for using Google Docs for student projects, in classroom management, and with the work that teachers do as writing professionals. The workshop will include some hands on experience with using the word processor, spreadsheet, and presentation applications in Google Docs.
Developing a Community of Inquiry in a Hybrid or Online Course
Monday, February 14, 3-4pm, (hands-on session) Location TBA
Online from 2/14/2011 – 2/25/2011
Glenna Decker, Educational TechnologyIn this two week online workshop, we will discuss practices developing a Community of Inquiry. Participants will develop an understanding of the three presences (teaching, social and cognitive) that interact to create the online learning experience, and learn how to use the Community of Inquiry Framework in the course development process, with an emphasis on the development of activities that foster the development of social learning.
This will be an interactive workshop and participants are expected to fully participate and contribute to the discussion several times each week.
Wednesday, February 16, 3 - 4pm, 2201 KC
Thursday, February 17, 3 - 4pm, 303C DEV
Kathleen VanderVeen, Director, Disabilities Support Services, Marlene Kowalski-Braun, Director, Women’s Center
This interactive workshop will explore strategies for creating inclusive classrooms. Through the use of case studies, faculty members will explore cultural triggers and how to react to them in the classroom to optimize learning and student development. Participants will learn strategies to handle cultural conflicts in the classroom while welcoming students’ multiple identities and perspectives.
Mary O’Kelly, University Libraries & Kim Kenward, Educational Technology
Your students are using it. You are using it. Why not get the most out of Google tools? This workshop will show you some advanced tips and tricks for getting the most precise results from your Google searches. We will show you how to use Google Docs to collaborate with colleagues and students. We’ll also cover the use of Google Scholar and Google Books for scholarly research. Workshop participants will benefit from learning more efficient and effective techniques for web searching and research, and from an increased understanding of the collaborative nature of many Google tools.
Participants in this workshop:
- will know how to use many of the fun and interesting advanced search options in Google
- will set up a Google account and know how to create, edit, share and upload files
- will learn what Google Scholar and Google Books are, and how they and their students can use those tools for research.
The book Academically Adrift: Limited Learning on College Campuses has set off a national debate on rigor and the college curriculum. The findings are based on student scores on the Collegiate Learning Assessment, as well as student surveys and transcript analysis. The book calls for colleges to be more demanding of students and more consistent in their requirements. Richard Arum, one of the authors of the book, will present the findings and advise colleges on the steps they can take to respond to the issues raised. Among the topics he will cover: (1) an overview of the study and its results, (2) steps colleges can take to promote rigor - policies at the faculty, departmental, institutional and sector levels, and (3) ideas on how to communicate about issues of rigor with students, parents and the public.
The conference is open to all but space is limited, so please RSVP to Jeffrey Mutch, Office of Integrative Learning (email@example.com)
A workshop to support scholars preparing dissertations, book chapters or other daunting publications.
Thursday, February 24, 4 - 6pm, 325 Lake Ontario Hall
Wednesday, March 16, 4 - 6pm, Gordon Gallery, 103E DeVos Center
Join the Pew FTLC and GVSU international faculty for an informal gathering to share teaching experiences and ideas, and establish new mentoring relationships.
Faculty are welcome to attend one or both events.
Please RSVP by emailing Dana Munk, Faculty Fellow, Pew FTLC at firstname.lastname@example.org by February 17 for the February 24th reception or March 2 for the March 16 reception.
Wednesday, February 23, 3 - 4pm, 302E DEV
Thursday, February 24, 11 - 12pm, 2201 KC
Kay Losey, Writing
This workshop is designed for faculty members who want to be more effective instructors of our international and immigrant writers. During this workshop we’ll watch an excellent 30 minute DVD, Writing Across Borders, which provides an overview of the major issues confronting non-native writers at the university level. After the DVD we’ll discuss some of the ideas raised in the DVD, and I’ll present a range of activities and strategies for helping our non-native writers succeed. This workshop will help you think differently about the non-native writers in your classes.
Thursday, February 24, 9 - 10am, 302E DEV
Kurt Ellenberger, Pew FTLC & Kathryn Steiler, MusicThe performance aspect of teaching can be both daunting and exhilarating. Like it or not, when we walk into a classroom we walk onto a “stage” of sorts, yet, as scholars, our training in this is minimal at best. Performing artists are well versed in the strategies and the preparation required for successful delivery. Join us for a discussion of “teaching as performance” that will include strategies for maximizing your delivery and making your classroom more vibrant and dynamic.
Feb 25, 3 - 4:30pm, 2263 KC
Tuesday, March 1, 3 - 4pm, 1142 KC
Wednesday, March 2, 3-4pm, 499C DEV
Dana Munk, Pew FTLC
Research with students has suggested they believe the most effective teachers are those who place a high value on student/teacher relationships. Furthermore, students felt this emphasis on relationship building was more important to them than a faculty’s love and knowledge of subject matter, or enthusiasm in the classroom. This workshop will focus on discovering how participant’s social location impacts teaching behavior and discuss strategies for developing “real” relationships with students.
Mary O’Kelly, Peter Coco, University Libraries
Getting started can be the most hand-wringing part of a student research project. Come learn about coaching students through this important first step, hear about a process to get them started, and share some of your own best practices. Participants will get new ideas for brainstorming a topic; writing a research question; guiding students to think through what kind of information they need to answer that question; and where to look for that information.
Tuesday, March 15, noon - 1pm, 324 KEN
Tuesday, March 15, 4:30 - 5:30 pm, 302E DEV
Wednesday, March 16, 3:30 - 4:30 pm, 1142 KC
Christine Rener, Pew FTLC
Would you like to increase student participation in class discussions? Would you like to see your students think more deeply about class material? In this session, we will explore several approaches to leading rich class discussions.
miBUG Meeting & 10th Annual Teaching & Learning with Technology Symposium
Friday, March 18, DEV Exhibition Hall
8:30 am - noon – miBUG (Michigan Blackboard Users Group)
1 - 3:30 pm – Technology Symposium
Monday, March 21, 1 - 2 pm, Location TBA
Friday, March 25, noon - 1 pm, Location TBA
Abby Bedford, University Libraries & Kim Kenward, Educational Technology
Easily embed top-notch presentations into Blackboard with Blackboard 9’s mashup tool. We’ll show you how to upload to Slideshare, quickly embed in Blackboard, and will also provide some tips for creating visually striking and engaging presentations. Need audio and/or video? Not a problem! We’ll also cover how to host presentations with Slideshare that include audio or require a video.
Tuesday, March 22, 1 - 2 pm, 114A DEV
Wednesday, March 23, noon - 1pm, 114A DEV
Jeff Daniels, Doug Way, University Libraries & Kim Kenward, Educational TechnologyGVSU has more than two dozen ebook platforms and this can cause confusion. In this session we will discuss and look at the four platforms/vendors we feel generate the most questions. We will be talking specifically about Ebrary, Netlibrary, Safari, and Ebook Library. The focus will be on Content, Platform, Quirks/features, Model, and include time to actually use each platform. Questions are welcome throughout the presentation and there will be time at the end for questions on other ebook platforms or issues as well.
Wednesday, March 23, 3 - 4pm 302E DEV
Thursday, March 24, 11 - noon, 1142 KC
Managing Student Assignments In The Online Environment
Monday, March 28, 1 - 2pm, (Allendale TBD)
Tuesday, March 29, 1 - 2pm, (Downtown TBD)
Glenna Decker, Educational Technology
What are some ways that technology supports alternative assessment and managing student assignments? In this hands-on workshop, we will consider some options that Blackboard offers, such as the assignment tool, Blogs and Wikis.
Competive grants due online
Mark Schaub, Padnos International Center
 Eligibility for most traditional Fulbright awards is limited to U.S. citizens, those with a PhD or terminal degree appropriate to their field, and a few additional requirements.
Thursday April 14, noon - 1, 302E DEV
This session presents an active-learning case study and describes the incorporation of the following activities into a kinesiology course:
- Semester-long teamwork assignments
- Student self assessments
- Team assessments
- Self-growth paper
- Peer teach project
These new methods were inspired by participation in the Honors College Scholars Institute pilot project last August. Kinesiology students reported improvements in self-confidence, communication skills, and study habits.
How to Retire Happy and Informed
Thursday, April 14, 1 - 5pm, 340 Bicycle Factory
Human Resources and Pew FTLC
It has been said that the retirement years are the best years of your life. Planning carefully now will help make that a reality for you later. Planning carefully now will help make that a reality for you later. See the event flyer for more details.
Are you working on a dissertation, book manuscript, article, grant application, or other writing project that would benefit from five solid days of writing? Do you need a quiet space in which to write, the support of colleagues who are also writing, and feedback on your work? If you’d like to make a great deal of progress on a writing project this summer, sign up to participate in one of the Faculty/Staff Writing Retreats.
Participants are expected to spend 7 hours per day on writing or writing-related activities and join other participants for lunch each day. We’ll write 9 a.m. - 5 p.m. each day of the retreat. In addition to having your own writing space, you may request feedback on your writing.
For more information and to download a registration form (due by April 16), please see the writing center’s website:
Monday, 12:30 pm until 3:00 pm Tuesday, May 9-10
Come to the retreat for rest, reflection, dialogue. Preference is given to first-time attenders. We ask that those who register stay for the entire retreat.
FTLC Personnel Portfolio Workshops
May 23 - 27, 303C DEV
June 23 - 29, 1142 KC
Pew FTLC Staff
Personnel portfolios are reflective, evidence-based documents that describe the scope and quality of a faculty member’s teaching performance, scholarship/creative activity, and service. Working closely with faculty mentors, participants will compose their Integrative/Reflective Statement and prepare other supporting materials for the portfolio in accordance with their college and unit personnel policies.
Who should attend: Faculty who are preparing for pre-tenure and tenure reviews, or for promotion. Workshop mentors recommend that participants do not teach at the same time that they are participating in this workshop. Participants usually devote at least 12-15 hours during the week to work on their portfolios.
|Fall 2010||Winter 2011|
|Fall 2008||Winter 2009|
Page last modified August 3, 2011