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20 Minute Mentor Commons
Through our membership in the OLC, faculty can access online workshops.
Apply for workshop registration and learn about other member benefits here.
Faculty and staff now have access to a new online professional development resource. The 20 Minute Mentor Commons is a growing library of video-based programs to help you address teaching opportunities and challenges. Each video is 20 minutes in length and is accompanied by PDF handouts and a transcript.
Topics include:
- What are the three worst mistakes to make in the classroom?
- How can I promote deep, lasting student learning?
- How can I connect students' interests to course content?
- How can I build community in my classroom?
- How do I create engaging threaded discussion questions?
- How do I get more students to participate in class?
- In blended courses, what should students do online?
This link is a document that lists all programs in 20-Minute Mentor Commons, sorted by category, with direct links to each one: 20-Minute Mentor Commons .
To activate your 20 Minute Mentor Commons subscription, contact us at ftlc@gvsu.edu and we will send you the GVSU activation code.
Quality Matters
Through our institutional membership, faculty have access to the Quality Members rubric, a set of eight research-based standards that can be used to guide online/hybrid course development. Currently, the Quality Matters rubric is used in the Foundations of Online/Hybrid Course Development and QM Teaching Circles.
Sampling of 20 Minute Mentor Commons Programs
Program Title |
Category |
---|---|
Blended Learning |
|
Blended Learning |
|
Blended Learning |
|
Blended Learning |
|
Blended Learning |
|
Classroom Management |
|
How Do I Address Teasing and Bullying Behavior in the Classroom? |
Classroom Management |
Classroom Management |
|
Classroom Management |
|
Classroom Management |
|
Classroom Management |
|
Classroom Management |
|
Classroom Management |
|
Classroom Management |
|
Classroom Management |
|
Course Design |
|
Course Design |
|
Course Design |
|
Course Design |
|
Course Design |
|
Course Design |
|
Course Design |
|
How Do I Design Courses to Enhance Student Veterans' Success? |
Course Design |
Course Design |
|
Course Design |
|
Course Design |
|
Faculty Development |
|
Faculty Development |
|
Faculty Development |
|
Faculty Development |
|
Faculty Development |
|
Faculty Development |
|
What Can I Do about Feeling Tired, Stressed, and Burned Out? |
Faculty Development |
Faculty Development |
|
Faculty Support |
|
Faculty Support |
|
Faculty Support |
|
Faculty Support |
|
Flipped Courses |
|
Flipped Courses |
|
What Is Storyboarding and How Can It Help You Flip Your Class? |
Flipped Courses |
Flipped Courses |
|
Grading and Feedback |
|
Grading and Feedback |
|
How Can I Make My Exams More about Learning, Less about Grades? |
Grading and Feedback |
Grading and Feedback |
|
Grading and Feedback |
|
Grading and Feedback |
|
Grading and Feedback |
|
How Can I Use Frequent Student Feedback to Improve My Courses? |
Grading and Feedback |
How Can I Use Informal Writing as Part of a Low-stakes Grading Strategy? |
Grading and Feedback |
Grading and Feedback |
|
Grading and Feedback |
|
Grading and Feedback |
|
Grading and Feedback |
|
Institutional Assessment |
|
Leadership Skills |
|
Online Copyright Policy |
|
Online Copyright Policy |
|
Online Copyright Policy |
|
Online Course Design |
|
How Do I Choose Between Synchronous & Asynchronous Activities? |
Online Course Design |
Online Course Design |
|
Online Course Design |
|
Online Course Facilitation |
|
How Can I Set Time Management Priorities in Online Teaching? |
Online Course Management |
Online Course Management |
|
Online Course Management |
|
How Can I Use Technology to Create Custom Automated Feedback? |
Online Grading and Feedback |
Online Grading and Feedback |
|
Online Grading and Feedback |
|
Online Student Engagement |
|
How Can I Better Manage Difficult Conversations with Faculty? |
Personnel Issues |
Specific Student Populations |
|
Specific Student Populations |
|
Specific Student Populations |
|
What Do I Do If I Suspect a Student Has Asperger’s Disorder? |
Specific Student Populations |
Specific Student Populations |
|
How Can I Capture Students’ Interest in the First 5 Minutes? |
Student Engagement |
Student Engagement |
|
How Can I Enhance Class Using Story, Popular Media and Objects? |
Student Engagement |
Student Engagement |
|
How Can I Get Students to Take Responsibility for Their Own Learning? |
Student Engagement |
Student Engagement |
|
Student Engagement |
|
Student Engagement |
|
Student Engagement |
|
Student Engagement |
|
Student Engagement |
|
Student Engagement |
|
How Do I Get Students to Read Their Assignments Before Class? |
Student Engagement |
Student Engagement |
|
Student Engagement |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
How Can I Promote Deep Learning through Critical Reflection? |
Teaching Strategies |
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Teaching Strategies |
|
Technology in Online Courses |
|
Where Can I Find Free Tools for Holding Online Office Hours? |
Technology in Online Courses |
Technology in the Classroom |
|
Can I Safely Use Facebook with Students for Class Interaction? |
Technology in the Classroom |
Technology in the Classroom |
|
Technology in the Classroom |
|
Technology in the Classroom |
|
Technology in the Classroom |
|
Technology in the Classroom |
|
Technology in the Classroom |
|
Working with Online Faculty |
|
Grading and Feedback |
|
How Can I Better Manage Difficult Conversations with Faculty? |
Grading and Feedback |
Grading and Feedback |
|
Grading and Feedback |