CETL 2017-2018 Activity Summary Folder: Book 1

Centers for Excellence in Teaching & Learning (CETL) Activity Summary Folder

October 1, 2017 ‐ September 30, 2018 (Book 1)

Table of Content CETL Overview  CETL End of Year  Budget Report  CETL Organization Chart

CETL: Center for Professional Development (CPD): Faculty & Staff  CPD Workshop Summaries/ Online  Examples of Freshman Faculty Learning Community (FFLC) Reflection Papers  CPD Consultant Report  CPD End of Semester Evaluation (Fall 2017 & Spring 2018)

CETL: Center for Distance Education and eLearning (CDEeL)  CDEeL Workshop summaries & Sign in sheets  CDEeL Artifacts  CDEeL Instructor Certifications  CDEeL Online Courses by Semester  CDEeL Fall 2017: Online Courses  CDEeL Spring 2018: Online Courses

 CDEeL Summer 2018: Online Courses CETL Informative Documents  CETL Conversation  Guide to AAMU for New faculty (Full‐time, Part‐time, and Adjunct Professors)  Brochures

CETL Overview Â

End of Year

☐

Mid Year Report

☒

October 1, 2017 – March 31, 2018

End Year Report October 1, 2017 – September 30, 2018

Program Name, Activity Number and Name: SAFRA - Activity 1: Continuing Support for the Centers of Excellence in Teaching and Learning (CETL)

This report is designed to determine the progress to which the specified objectives have been accomplished to date.

Use a separate form for each Program Activity Objective. Please respond completely to each item listed below.

I. PROGRAM ACTIVITY OBJECTIVE #: 1 To hold at least ten faculty and staff professional development workshops during the academic year.

II. PROGRESS MADE TO DATE: a. Facilitated nineteen (19) faculty development workshops with a total of three hundred-thirteen (313) participants. b. Facilitated seven (7) staff workshops to enhance professional development with a total of sixty-nine (69) participants. c. Facilitated sixty-three (63) online webinars for professional development with a total of five hundred seventy-six (576) participants.

Overall, CETL has conducted/facilitated eighty-nine (89) workshops with a total of nine hundred fiftyeight (958) participants.

III.

REMAINING ACTION NEEDED TO ACHIEVE THIS OBJECTIVE (if applicable): The objective was achieved and the CETL office will continue to conduct professional development workshops for the new fiscal year.

IV. BARRIERS TO ACCOMPLISHING THIS OBJECTIVE: (write “none” if there aren’t any) None V.

BALANCE IN BUDGET: (Note respectively) $138,428.43

☐ as of March 31

☒ as of September 30

____________________________________________________

______________

Signature of Activity Director

Date Submitted

AAMU – Title III Strengthening Grants Program

Page 1 of 2

☐

☒

Mid Year Report October 1, 2017 – March 31, 2018

End Year Report October 1, 2017 – September 30, 2018

Program Name, Activity Number and Name: SAFRA - Activity 1: Continuing Support for the Centers of Excellence in Teaching and Learning (CETL)

This report is designed to determine the progress to which the specified objectives have been accomplished to date.

Use a separate form for each Program Activity Objective. Please respond completely to each item listed below.

I. PROGRAM ACTIVITY OBJECTIVE #:

2

To increase the number of online courses offered by at least 50% in the next academic year and to provide at least two faculty workshops on online course design and development.

II. PROGRESS MADE TO DATE: a) To date, eighteen (18) new fully-online courses have been developed and certified for online delivery. b) To date, three (3) hybrid courses have been developed and certified for online delivery. c) To date, fourteen (14) courses were re-certified and/or enhanced for online delivery. d) To date, twelve (12) workshops were conducted to certify/re-certify faculty in online instruction and train faculty for online course development, with a total of ninety-three (93) participants. e) To date, there are a total of two- hundred seven (207) certified online instructors.

III.

REMAINING ACTION NEEDED TO ACHIEVE THIS OBJECTIVE (if applicable): a. Continue to facilitate the development of online courses through the launch of identified online academic programs, concentrations, and minors, in the next fiscal year. b. Continue online course recertification and enhancement of currently developed courses. c. Continue to conduct professional development workshops for AAMU Online faculty to promote effective online instruction and meaningful online learning.

IV. BARRIERS TO ACCOMPLISHING THIS OBJECTIVE: (write “none” if there aren’t any) The university has experienced enrollment increases annually with a demand for faculty and an increase in instructional load. This increase in instructional load has limited online course development opportunities. Accomplishing the objective was largely impeded by this increase. Online course development is facilitated by the Center for Distance Education & e-Learning in conjunction with the university faculty. At this time, our goal is to continue strategic course development and refinement of currently offered online courses.

V.

BALANCE IN BUDGET: (Note respectively) $138,428.43

☐ as of March 31

☒ as of September 30

____________________________________________________

______________

Signature of Activity Director

Date Submitted

AAMU – Title III Strengthening Grants Program

Page 2 of 2

Budget Report

CETL Organization Chart

Centers for Excellence in Teaching & Learning (CETL) Organizational Chart CETL Director: Dr. Pamela Arrington Ext. 8231

Center for Distance Education & Extended Studies

Center for Professional Development

Director:

(Faculty & Staff)

Dr. Rhonda Moore-Jackson rhonda.jackson@aamu.edu Ext. 8673

Assistant to Director:

Distance Education and eLearning

Sophya Johnson

Rhonda Jackosn

Extended Studies (Adult & Continuing Education) Coordinator: Kris Reedkris.reed@amu.eduExt. 4771

sophya.cyrus@aamu.edu

Ext. 8783 Online Course Developer/ Technical Production Assistant Karen Ethridge

Revised January 3, 2018

Graduate Assistant

Student Worker

CETL: Center for Professional Development (CPD): Faculty & Staff

CPD Workshop & Online Webinar Summaries

1

Column1

Column2

Fall 2017

Spring 2018

Summer 2018

Fall 2018

Faculty

Total Workshop Total Participants Total Workshop Total Participants Total Workshop Total Participants

2 23 0 0 11 189

9 149 5 36 23 292

4 67 1

4 74 1 8 17 76

Staff Online

25

12 19

Total Workshops

19 313 7 69 63 0 89

Average Total

225

514

180

128

CETL Faculty/Staff Professional Development Activities FY 2017-2018 Semester

FALL 2017

FALL 2017

Workshop Title

New Faculty Workshop Series: Motivating Students to Learn (Part 2)

New Faculty Workshop Series: Tenure Process

Faculty or Staff Workshop

Faculty

Faculty

Presenter(s)

Dr. Kenneth Sartor, Dr. Salam M. Khan, Ms. Jody Jones, Ms. Alfreda Handy

Dr. Jeanette Jones and Dr. Pamela Arrington

Total Participants

Date

Abstract

# of Participants

October 19, 2017

We will have our Freshman Faculty Learning Community in a panel discussion outlining strategies for best practices for motivating students and have found that over a two year span have worked successfully in motivating our students. Some of the strategies are the Flipped Classroom, Four Corners and Small Groups. We will also have seasoned faculty who will be available to share and discuss strategies that have worked for them as well

14

November 16, 2017

In this session, there was a panel of individuals who have gone through the tenure process recently to outline tips and steps for approaching and completing the tenure process. A representative from each college and the Office of Academic Affairs will lead the discussion on the faculty handbook and answer any questions surrounding this process.

9

576 0 958

2

Semester

SPRING 2018

SPRING 2018

SPRING 2018

SPRING 2018

Workshop Title

New Faculty Workshop Series: Infusion of Technology

Breakthrough Creativity: How to Use Your Talents for More Creative Leadership

Best practices in teaching

The Well-Connected Employee: Networking Competencies That Foster Engagement, Collaboration, & Business Results

Faculty or Staff Workshop

Faculty

STAFF

Faculty

STAFF

Presenter(s)

Dr. Rhonda Moore-Jackson, Ms. Connie Mack

Webinar

Dr. Rhonda Moore-Jackson & Dr. Karen Etheridge

Webinar

Date

Abstract

# of Participants

January 4, 2018

This session will give you valuable information on how to use and infuse technology into your classroom as well as how to develop an online course. The Online Certification Director, Dr. Rhonda Jackson, will lead this discussion. We will also have the Blackboard Management System Operator, Ms. Connie Mack, to answer any questions regarding new technology and learning management systems.

14

January 23, 2018

This Webinar explored how to be creative in the workplace. The presenter discussed how creative talents impact a leader’s performance, introduce eight creative talents, and offer a practical framework you can use to accelerate the growth of creative strengths in leaders and their teams.

8

February 1, 2018

This workshop was about introducing the participants to some of the best practices in teaching. The presenters identified the practices and gave them hands-on experience with how to conduct it in the classroom.

8

February 7, 2018

This webinar explored The 8 Networking Competencies that are needed by almost everyone, in almost every job type, at almost every level and are survival skills for The Network-Oriented Workplace (The NOW). It showed the participants how these skills are learned over time, not overnight. The presenter also showed how to design an enterprisewide strategy that supports the growth of employee social acumen to build the organization’s social capital and fuel future growth.

7

3

Semester

SPRING 2018

SPRING 2018

SPRING 2018

Workshop Title

New Faculty Workshop Series: Infusion of Technology

How to Read the Program Checklist

New faculty workshop series: Leadership Development

Faculty or Staff Workshop

Faculty

Faculty

Faculty

Presenter(s)

Dr. Rhonda Moore-Jackson, Ms. Connie Mack

Ms. Catherine Strother

Dr. Daniel Wims

Date

Abstract

# of Participants

February 8, 2018

This session will give you valuable information on how to use and infuse technology into your classroom as well as how to develop an online course. The Online Certification Director, Dr. Rhonda Jackson, will lead this discussion. We will also have the Blackboard Management System Operator, Ms. Connie Mack, to answer any questions regarding new technology and learning management systems.

17

February 15, 2018

March 8, 2018

This workshop was about how to understand the Program Checklist. the presenter when over What it is, Why it is set up the way it is, What the notations on them mean, The best way to use them, How it differs from the semester-by-semester curriculum sheets in the Bulletin/Catalogs and Who has access to them.

This session will cover what leadership opportunities are available through the University and have those who have successfully been identified as role models in the University to share ideas for leadership development. Dr. Tonya Perry-Mitchell will share her experience as a leader in the University and Dr. Malinda Gilmore will share the President’s Leadership Initiative Program. Dr. Jeannette Jones will share the Faculty Mentor Program as well as Dr. Andrea Cunningham (Title III Director) will share funding opportunities for new faculty and staff development.

19

10

4

Semester

SPRING 2018

SPRING 2018

SPRING 2018

Workshop Title

Working Effectively With Other Teams

FFLC #3 Interest Meeting

Gamifying Your Leadership: Boost Employee Engagement, Productivity and Your Bottom Line

Faculty or Staff Workshop

STAFF

Faculty

STAFF

Presenter(s)

Webinar

Dr. Pamela Arrington

Webinar

Date

March 15, 2018

Abstract This webinar presented Real-world consequences from poor communication between teams and why teams work well to achieve their own goals even at the expense of other teams. The presenter defined what success was in functional terms so all teams clearly understood it. The participants were shown how to use Personality Styles at Work and other communication tools to lessen conflict

# of Participants

2

March 20, 2018

The theme of this FFLC3 meeting was Motivating Students to Learn: Beyond the Lecture. The primary goals of the FFLC3 were twofold, one studentoriented and one research-oriented. The studentoriented goal is the identification and then in-class application of at least one research-based high impact technological and pedagogical strategy for motivating students to learn, particularly students who enter college with diverse levels of academic preparation.

The faculty-oriented goal was an opportunity for faculty to engage in action research and mentoring activities.

5

March 21, 2018

This webinar allowed the participants to learn how to ‘Gamify’ their department so their teams have more fun, deliver better results, and see you and your organization as highly engaging. The presenter explained how gamification doesn’t refer to the process of filling an office full of video game consoles Instead, it refers to the process of introducing game-like elements into the business to raise employee engagement and increase productivity, while simultaneously driving meaningful value for your business.

2

5

Semester

Workshop Title

SPRING 2018

FFLC #3 Interest Meeting

SPRING 2018

The Art of Networking.

The Importance of Not Burning Bridges

Faculty or Staff Workshop

Faculty

STAFF

SPRING 2018

Open Educational Resource (OER) Workshop

Faculty

SPRING 2018

New faculty workshop series: Leadership Development

Faculty

Presenter(s)

Dr. Pamela Arrington

Sophya Johnson

Mr. Ron Leonard, (Alabama Commission on Higher Education, ACHE) - Dr. Vicky Ohlson, (Alabama Community College System, ACCS) - Mr. Josh Hill (Troy) - Dr. Amanda Kin (Jeff State CC).

- Ms. Mary Ann Hudson, (Lurleen B. Wallace CC)

Dr. Daniel Wims

Date

Abstract

# of Participants

March 22, 2018

The theme of this FFLC3 meeting was Motivating Students to Learn: Beyond the Lecture. The primary goals of the FFLC3 were twofold, one studentoriented and one research-oriented. The studentoriented goal is the identification and then in-class application of at least one research-based high impact technological and pedagogical strategy for motivating students to learn, particularly students who enter college with diverse levels of academic preparation.

The faculty-oriented goal was an opportunity for faculty to engage in action research and mentoring activities.

7

March 22, 2018

This workshop was about The Art of Networking.

The Importance of Not Burning Bridges. The presenter explained the do's and Don'ts and gave the participants techniques to succeed at networking.

17

March 23, 2018

This workshop explained what is Open Educational Resourses and how does a resource become open.

The presenters let the particpant s about the open resource that are free and the ones you would have to pay for. They also showed the participants how they use it at their institute.

45

April 3, 2017

This session covered what leadership opportunities are available through the University. The presenter also discussed the promotion and tenure process.

24

6

Semester

SUMMER 2018

SUMMER 2018

SUMMER 2018

Workshop Title

FFLC Summer workshop Part 1

FFLC Summer workshop Part 2

Customer Service Workshop

Faculty or Staff Workshop

Faculty

Faculty

STAFF

Presenter(s)

Dr. Pamela Arrington

Jody Jones

David Alumbough

Date

Abstract

# of Participants

June 12 & 13, 2018

this workshop explored the learning characteristics and preferences for classroom engagement of Millennials. the participants explored current stereotypes of millennial students and how faculty can more effectively engage students born between 1996 and 2010. They also explored the learning characteristics of millennial students and how these students are different than previous generations; explored strategies for engaging millennial students in the classroom; and explored biases and how to look past stereotypes to engage students in learning activities and approaches and engage in active learning through use of personal devices and table-top discussions.

16

June 19 & 20, 2018

This practical and active workshop was for faculty on teaching strategies to support the learning process for AAMU students. The presenter discussion and activities were centered on employing teaching strategies to help students effectively engage with course content. During the workshop the participants also examined a lesson or an assignment they currently use and redesign it.

16

June 26, 2018

This workshop explored the concepts and benefits of extraordinary customer service and defined what Customer service is ( Internal and External). The presenter helped the participants set extraordinary customer service standards for your area and identify ways of building customer rapport.

25

7

Semester

Workshop Title

SUMMER 2018

FFLC Summer workshop Part 3

SUMMER 2018

FFLC Summer workshop Part 4

Faculty or Staff Workshop

Presenter(s)

Faculty

Dr.Todd Zakrajsek

Faculty

Dr. Jill Purdy, Cedar Crest College

Date

June27 & 28, 2018

Abstract

This workshop described the fundamental importance of attention, understanding, and value with respect to the process of human learning. The presenter explained at least one new strategy for gaining and maintaining student attention that may be implemented in a course being taught this coming Fall. The participants were able to identify how cognitive load may be used to make a course easier for students to succeed without reducing rigor of that course.

# of Participants

16

July 17 & 18, 2018

This presentation was about Simple Techniques for Student Engagement. The presenter provided the participants with tools that promote student participation in both the live and online classrooms.

19

34

FALL 2018

New Faculty Orientation Meet and Greet

Faculty

Dr. Pamela Arrington

August 16, 2018

This session was for new faculty and adjuncts to receive very important information about Academic Policies and Procedures. The participants also received some information to get them acclimated to the Hill.

FALL 2018

FFLC #3 Interest Meeting

Faculty

Dr. Pamela Arrington

August 29, 2018

This sesion was an interest meeting to see the faculty members that are interested in being a part of FFLC

13

FALL 2018

New Faculty Workshop Series: Tenure Process

Faculty

Dr. Daniel Wims & Dr. Jeanette Jones

September 6, 2018

In this session the presenters went over the processes for Tenure and Promotion

15

September 25, 2018

This workshop highlighted Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education and presented how the principles can be adapted to address the unique needs of both Generations Y & Z through the delivery of academic advising by academic advisors, primarily faculty advisors.

8

FALL 2018

Academic Advising

FALL 2018

FFLC #3 Meeting #1

Total

26

STAFF

Dr. Jarrod Patterson

Faculty

Dr. Pamela Arrington & Jody Jones

September 26, 2018

This session gave the faculty members ways to determine what you want the students to know and how to present and reinforce the content.

12 382

8

Faculty or Staff Workshop

Semester

Workshop Title

Faculty

FALL 2017

Academic Advising

Faculty or Staff Workshop

FALL 2018

Best practices in teachi...

STAFF

Semester

Breakthrough Creativit...

SPRING 2018

Customer Service Wor...

SUMMER 2018

FFLC #3 Interest Meeti...

FFLC #3 Meeting #1 FFLC Summer worksho...

FFLC Summer worksho...

Fall 2017 schedule for the Magna Monday Morning Mentor Each week a new program becomes available Monday mornings.

The program is available for on-demand viewing for one full week.

Sign up anytime and your subscription runs each week of the school year — 16 in the fall, 16 in the spring, 32 weeks in all.

DATE

TITLE OF 20-MINUTE MENTOR PROGRAM

Aug. 28, 2017

How Do I Release My Students' Natural Zest and Curiosity for Better Learning?

Sept. 4, 2017

What are the Secrets to Providing Highly Effective Feedback to Students?

Sept. 11, 2017

How Can I Lay the Groundwork for Positive Technology Change?

Sept. 18, 2017

How Do I Design Innovative Assignments to Foster Learning in the Online Classroom?

Sept. 25, 2017

How Can I Implement UDL in the Next 20 Minutes?

Oct. 2, 2017

How Do I Create a Lively, Yet Functional, Online Classroom?

Oct. 9, 2017

How Should I Manage Conflict Within My Department?

Oct. 16, 2017

How Can I Build Momentum for Change with Short-term Wins?

Oct. 23, 2017

What Are the Secrets to Making Highly Effective Educational Videos?

Oct. 30, 2017

How Do I Align Learning Objectives with Technology Using Backward Design?

Nov. 6, 2017

How Do I Overcome Faculty Barriers to Online Teaching?

Nov. 13, 2017

How Can I Make My Exams More Accessible?

Nov. 20, 2017

How Do I Stay Calm When Students Push My Buttons?

Nov. 27, 2017

How Do I Establish an Engaging Atmosphere in My Online Classroom?

Dec. 4, 2017

How Can I Make My Exams More About Learning, Less About Grades?

Dec. 11, 2017

What Do Adjunct Faculty Need to Be Successful in the Online Classroom?

Spring 2018 Schedule for the Magna Monday Morning Mentor Each week a new program becomes available Monday mornings.

The program is available for on-demand viewing for one full week.

Sign up anytime and your subscription runs each week of the school year — 16 in the fall, 16 in the spring, 32 weeks in all.

DATE

TITLE OF 20-MINUTE MENTOR PROGRAM

Jan. 29, 2018

How Do I Create the Ideal Learning Environment for Modern Learners?

Feb. 5, 2018

How Can I Teach Routine Courses with Energy and Enthusiasm?

Feb. 12, 2018

How Can I Use Controversial Issues to Build Cognitive Skills in My Students?

Feb. 19, 2018

How Can I Leverage Force Multipliers in the Classroom?

Feb. 26, 2018

How Do I Create Social Presence in my Online Classes?

Mar. 5, 2018

How Do I Effectively Review Online Courses and Programs for Quality?

Mar. 12, 2018 How Can I Make My Multiple Choice Tests More Effective?

Mar. 19, 2018 How Can I Be an Effective Mentor?

Mar. 26, 2018 How Can I Engage Generation C? April 2, 2018

How Can I Revitalize My Classroom with Workforce Development Concepts?

April 9, 2018

How Do I Earn Swift Trust in my Online Classes?

April 16, 2018 How Do Mini-lectures Improve Student Engagement?

April 23, 2018 How Can I Move my Teaching Forward at Midcareer?

April 30, 2018 How Can I Attract and Retain Adjunct Online Faculty?

May 7, 2018

How Can I Write Better Letters of Recommendation?

May 14, 2018

Copyright Crash Course: How Can I Stay on the Right Side of the Law?

Examples of Freshman Faculty Learning Community (FFLC) Reflection Papers

CETL FFLC workshop Series: Beyond the Lecture: Simple Techniques for Student Engagement Alabama A & M Workshop: July 16 & 17, 2018 Jill Purdy, Ed. D. Submitted: July 26, 2018

The overall goal of the workshop was to provide student engagement techniques to the faculty. This was completed through the discussion of active learning, metacognition, questioning strategies, collaboration techniques and student reflection ideas. The participants worked through examples of the strategies and connected the ideas to their own content areas.

Faculty were very receptive and indicated that they can see themselves using techniques such as “Give one, Get one”, “Jigsaw” and the “RAFT” Technique. Discussions included the challenges of teaching today’s students, the characteristics of today’s learners, and the learning process as it relates to each content area.

Engagement involves attending to the phases of learning. Participates explored strategies that involved addressing each phase of the learning process and developed ideas on how to utilize these strategies in their specific area.

Overall the workshop appeared to go very well, and the faculty were receptive of the ideas presented.

Stephanie N. Allen FFLC

#SquadGoals: Instilling Confidence In My Learners During the Spring 2017 semester I began using the “flipped classroom” strategy in my World History 101 classes. The “flipped classroom” strategy involves the instructor posting digital podcasts or online videos. Students are encouraged to access the lecture outside of class and based on student feedback I learned that students tend to enjoy the freedom of the flipped classroom. Students can explore lecture materials at their own pace which may prove beneficial for students with learning disabilities, time constraints and they report feeling less “lost” during classroom lecture as they had more background information on the day’s material. Additionally, students like the flipped classroom because they can easily rewind the podcasts and have no fear of embarrassment by asking me to repeat what I said in front of other students. I have found that oftentimes students will have missed a concept, but are unwilling to ask questions because my survey courses are so large and they do not want to run the risk of their classmates thinking they are unintelligent. Lastly, my students expressed that they liked the flipped classroom because they could re-listen to lectures in an effort to prepare for the exam.

I will continue to utilize the flipped classroom as a way to make my classroom more student-centered, however, I am also going to explore a different component of learning next semester that does not center on strategies or techniques designed to help student organize and remember information. Next semester I want to couple flipped classrooms with addressing how students view their ability to learn as well as how they view learning. I want to explore their attitudes toward the learning process. Do they like exploration? Do they enjoy learning for the sake of learning? Is learning “boring?” Is learning a necessary evil? Is learning fun are new things exciting? Is learning too time consuming or tedious? Do they believe they are good

1

Stephanie N. Allen FFLC learners? Do they believe they have the ability to improve? Do they believe they have the ability to learn? Students’ views on what type of learner/their value as a student can determine their success in any course. A student’s view of him/herself as a learner can determine how much effort they are will to put into being successful. The student’s view of him/herself as a learner will also determine if they will accept challenges gracefully and rise to meet them or crumble in defeat.

Carol Dweck identifies two mindsets, “fixed” and “growth.” Students with a fixed mindset will say “I’m not good at history, so no matter how hard I try, no matter the effort, the outcome will be the same.” Ironically, Dweck says these people see studying as evidence that they are not smart. Whereas students with a growth mindset believe intelligence grows as you add new knowledge and skills. These learners keep trying and view failure as a clue to change their approach as opposed to giving up in the face of adversity. Students with a growth mindset believe that they can improve through effort.

It will be interesting to see if I can use the flipped classroom method to build the confidence of my students in their abilities to learn history. The use of the flipped classroom will hopefully build their confidence as it forces them to become active participants in the educational process. Hopefully, I can reform some of the fixed mindset students by showing them that through effective effort, i.e. effective learning strategies, study tools, and time management, that they can learn anything, including history. If they can memorize the lyrics to “Bodak Yellow,” they can memorize history. Hopefully, the focus on shifting from the fixed mindset to a growth mindset will help students to realize that success comes from effort and learning strategies, not inherent intelligence. Hopefully, my student will realize that with focused effort they can improve.

2

Stephanie N. Allen FFLC My overall experience with the FFLC session for Fall 2017 was pleasant, however, I found the Spring 2017 sessions more beneficial.

3

Impact methods employed during the Fall semester and their outcome impact Kamala Bhat, Ph.D. Chemistry December 3, 2017 The instructional strategies that I used during the Fall semester are based on the outcome of usage during the Spring and Summer semester was the DTRA method. This helped me facilitate the learning across the content area. However this method was initially successful, however after a few classes the students when they found out that they had to do the reading were reluctant to answer questions in class as the topics were studied in depth in the class. This proved to be a brake on progress as, at the same time due to lack of time further assessment was not possible. There was a reluctancy on the students to come to the board to try to solve a problem based on the teaching material assigned. Especially if I regularly have to remind them to go and complete the homework assignment that deals with the concept taught in the class that day. Changing the mode of delivery worked on fifty percent of the class usually on Mondays and Wednesdays, however this semester I was really surprised to note that the Friday attendance in class fell drastically- it was as though the weekend started early. When requested to suggest a reason to give a reason there was hardly an effective answer. This made teaching/learning sessions stressful as on one side the instructor had to be in compliance with the STARS requirement that certain topics must be covered in the content area – and led to sections being taught in a condensed manner. Repetitions of content matter helped students grasp the content area.

Most important for any student, is to get the idea that they are responsible for the content to be covered. An instructor provides or shows one pathway to develop the techniques for analyzing, applying and developing tools necessary for them to be successful. Not only study to get through the exams and try to develop a method for retaining the concepts. Many concepts are useful in other courses they will take over the years.

Analytic tools will be used at the end to evaluate the areas of weak concepts areas as per their homework assignment. Hopefully they will show improvement in their attitudes of learning and understanding the concepts. The modern student is more into assessing the internet in class on one extreme, while on the other extreme there are students who really want you to work out the problems and get them easy method, anagrams to remember content and make it easy on 1‐ Bhat Fall 2017

them to retain. The analytics used were (i) Bloom’s Taxonomy based on learning outcomes and (ii) the MCAT exam which is given nationally based on content.

The plot shown below is for students who are Second semester freshman students and the content tested include the first semester chemistry content. Based on the results from the Bloom’s Cognitive taxonomy – (i) effort has to applied to improve the application skills of our students and how to make them understand better the concepts. The instructors will try to improve the scores by about 10% from 30% to 40%. These analytics are based on the individually assigned homework does show that students improve their understanding of the content with greater practice. Further, the contents will be revisited in upper courses where skills will develop in the future improve as the students move up their scheduled classes.

The above results are for Spring 2016.

percentages

100

Percentage of each attributes for three instructors teaching General course I-1Chemistry I-2 I-3

50

0

Analyze

Apply EvaluateRemember Understand Attributes

Figure 1: Comparison of Attributes based on Bloom’s Cognitive Taxonomy for three instructors teaching General Chemistry 102 Course Based on MCAT Standard scores evaluated based on common topics covered by three instructors are shown in Figure 2

2‐ Bhat Fall 2017

Stoichiometry-

Solubility-

Phase

Phase

Kinetics-

I-3

Kinetics -Rate

I-2

Gas phase-

Equilibrium-

Acid/base

Acid/base -

I-1

Intermolecular

120 100 80 60 40 20 0 Acid/base

Percentages

Percentage scores for MCAT Standard Topics

Topics

Figure 2 Comparison of MCAT standard scores based on common topics covered by the three instructors The above results are based on MCAT standard for content knowledge using common topics covered by the three instructors. Even among the topics analyzed, still a lot of effort is required to ensure that many of the students become proficient in the various topics that are important topics covered in the MCAT exam.

It has been my pleasure to have been involved in the Fall CETL program, inspite of my heavy teaching this semester. With the various avenues provided by the university produce successful students to continue with their studies towards their goals, it is still imperative for each student to take heed to the intermittent analysis provided to show their progress through out the semester.

3‐ Bhat Fall 2017

FFLC‐ Motivating Student to Learn in Physical Science 101 – Critical Thinking Dr. Vernessa Edwards

This past semester marked my 10th year teaching physical science to non-science majors here at Alabama A&M University. Last semester was my 4th year to teach this course as a part of the QEP Critical Thinking program. Over these many years, I have tried many techniques and strategies to motivate students including the ones discussed in our workshops. However, in this reflection paper, I would like to share the most effective motivational tool I have ever used over the course of my tenure as a college professor.

Pictured above is a copy of the extra credit dollars my students can earn during the course of the semester. Listed below are a few of the ways these dollars are earned as listed in my course syllabus.

There will be many opportunities to earn extra credit: 1. Punctuality 2. Class Participation 3. Classroom Assistance 4. Office Hour Sessions 5. Tutoring Sessions 6. Supplemental Class Sessions 7. High Score on unannounced quizzes 8. Board Work 9. Writing Assignments 10. Exemplary Notebook The implementation of actually giving the students these dollars or depositing the dollars into their “Direct Deposit Accounts” motivated the students beyond what I expected! Imagine the 1‐ Edwards

exhilaration of walking into the classroom at 10:00 a.m. or 11:00 a.m. and finding the majority of the students already present in anticipation of receiving their extra credit dollars. Last semester, for the first time, I had many days where I had perfect attendance in my 11:00 am – 12:20 p.m. class simply because punctuality was the easiest way to earn extra credit dollars.

The natural result of first having the students attend class, participate in the class discussions, come to my office hours, attend tutorial sessions, maintain an exemplary notebook, etc., are students who are getting results from their efforts and are motivated to learn. One hundred extra credit dollars translate into 100 points, an extra 10%, averaged in during the final grade calculation. This is enough to boost a student’s grade one letter grade. But my data show that, at the end of the semester, the majority of the “A” students don’t need the extra credit.

The students are encouraged to earn the dollars and also spend them. There is not a predetermined amount of dollars to be earned, so I have to also provide activities where dollars must be spent in order to ensure that at the end of the semester there isn’t an overabundance of extra credit dollars left to “purchase” 100 points I try to keep track of the dollars and provide opportunities for the dollars in the students account to decrease. One method the students take advantage of is where they spend dollars to purchase tips on the quizzes and exams. A tip on a quiz could cost as little as $3.00 with only one tip provided per student. On exams, for example the Mid-Term, tips cost $10 and each student can purchase 2 tips each. I highly encourage spending the dollars in this manner. A tip usually consists of helping the student to better analyze the question being asked in a particular problem or exercise.

The activity where they actually lose the most money is playing my version of “Physical Science JEOPARDY”. Jeopardy is rarely announced and here the students can lose up to $25 per game.

There is always a $5 question and sometimes a $10 questions. The questions come from the most recent class activity which motivates them to keep up and stay current with the course material.

Money is added to their account for correct answers and withdrawn for wrong answers.

2‐ Edwards

To keep the printed dollars in circulation, I offer 20% interest when the dollars are returned to me. They can only be returned in $5 increments, making it easy to record $6, $12, etc., in my ledger.

When I first started this motivational method it was somewhat time consuming, but over the years I have managed to find many timesaving techniques. I keep track of the money earned by direct deposit on my daily attendance roster and sign in sheet. When students are retuning money, they indicate by their name how much they are retuning. I keep track of the money on the same excel spreadsheet I use to record attendance and grades.

I cannot overstate how much the students enjoy this motivational tool. I often have to remind them, “It’s not real money!”

3‐ Edwards

Reflections of Implementing New Pedagogies “Infusing Technology in the Class Room” and “Motivating Students to Learn” By Dr. Padmaja Guggilla (Physics) I was teaching online courses and a Critical Thinking section of the Physical Science-1 (PHY101) in Fall-2017 semester. I was very much interested in implementing the pedagogies “Infusing Technology in the Class Room” and “Motivating Students to Learn”. Both the pedagogies seemed perfect for the kind of classes I was teaching which deals with technology and motivating students to think outside the class room.

In the Critical Thinking class room I need to engage the students to have their both mind and body present in their so that they can follow the instructions from me as an instructor and find the difference between implicit and explicit information provided. Instructor needs to motivate the student with the real time examples of life and real time applications in life etc. It was hard for me to make the students talk in the class and using ice-breakers in the class to make them open up and feel comfortable in the class with me and with the fellow students. As an instructor I am very aware that individual students not only learn differently from others, but they also learn different kinds of content using different learning strategies. Having this in mind I started asking some scientific questions such as “When the earth is moving around the Sun and around itself why aren’t we feeling or seeing us moving though we are on the Earth?” Students used to wonder about it as this is the simple fact all the students know from may be 1st Grade but never thought about why we aren’t feeling that motion. After sequence of questions and answers they finally relate their movement sitting in the car on a bump free road and realize the concept behind why we don’t feel

the motion of the earth. Similarly when calculating speed, acceleration, force and other physics concepts. After started practicing the mentioned pedagogies, student attendance rate increased and almost 90% of the class was present at all the time. Students were interested in attending the class and enjoy engaging themselves in learning process. Through continuous monitoring and statistical inference, a final conclusion can be drawn about the student learning outcomes.

I teach four online courses and all these courses use technology to do the laboratory experiments using the simulations for example Phet simulations to run all the physical science experiments. I also practice using technology in my traditional classes by using the blackboard for all the course material and HW submissions. I also give the Phet simulations as HW to use the simulations in substitute for the hands on experimentation. I also encouraged students use their cell phones to capture class notes that was provided on the blackboard. Students were encouraged to use their cell phones and iPads to take the tests and access blackboard for accessing course material. These pedagogies made students feel that he/she that they are in a familiar learning environment and are learning the concepts that are related to their daily life or real world problems.

These two pedagogies should be definitely practiced by all the faculty members irrespective of the discipline as it is beneficial for the AAMU’s mission to increase the retention rate which is one of the great challenges our university is facing at this time. In conclusion, these two pedagogies not only helped my students’ attendance, performance in the tests but also their enthusiasm for learning; the key for their success.

Terry Miller FFLC Fall 2017 Cohort

Overall FFLC Fall 2017 Experience I have thoroughly enjoyed my experience with the 2017 FFLC cohort. It was extremely beneficial, informative and educational to hear from colleagues about the different strategies that are being used during pedagogy, as well as, hearing about what they felt liked worked and didn’t work within their discipline. Throughout the summer and fall workshops I was able to learn about a plethora of resources that are available to assist with the delivery of classroom instruction and effective pedagogical strategies. I teach code reading and code writing to students so it’s a little bit more difficult that reading text from a book and hope the students understand. There must be a hands on approach multiple times a day in order for learning to be effective. In my discipline, the expectation is that students are able to master at an early stage design thinking and/or computational thinking along with basic comprehension through “project based learning.” This could be very difficult if a student lacks critical thinking or problem solving skills. Implementing and executing the teaching style strategies that I learned about during FFLC should improve those odds.

As Professors, we teach in the classroom, students take notes and then they leave. More times that less, it is highly likely that students will not go back what was taught until it is test time.

I was excited to learn that some of the strategies mentioned were strategies that I was already using but with some minor pivoting, I could make some improvements for my class to enhance their learning experience. I felt like the blended learning/flipped classroom and collaborative learning strategies work best for code reading and writing and these are the strategies that I will continue to use (as a pilot) to determine the efficiency or effectiveness of the approach and the learning progress of the students. I will say that I think it has been a success this far. The flipped classroom/blended learning strategy allows my students the opportunity to learn at their own pace in a smaller individualized setting. It also encourages

Terry Miller FFLC Fall 2017 Cohort Â

the student to be more active in learning outside of the classroom, in addition to, that boost of motivation of already understanding what is being taught in the next class session. I feel like students will be a little bit more prepared to discuss a new topic or concept when it is introduced in the class and this accelerates the learning for the student and the course. Every week, I always post two to three YouTube videos about a new topic, assign a couple of simple homework problems from watching the videos and then give two more problems in the next class that are a bit more complex. I give about 20 minutes of instruction on the topic, then students are paired up in groups to come to the white board to write programs based on the topic of the day. That is how the collaborative learning fits into my teaching model. I find it very helpful to pair a stronger student up with a weaker student.

This creates a

communication link among students who would normally not talk to each other and it also gets students talking so they can help one another. It also enables students to use their problem solving skills. Since using these skills, I have noticed that students are asking less questions because they are thinking more and code writing has drastically improved because students realize the other resources that are available to assist them with understanding a particular concept in Python, which is our programming language.

I feel like the FFLC has enriched and enhanced what I do as a professor. If you are really truly trying to make an impact on the students, there is always that element where you assess, pivot and refactor what you are doing. I feel like I have been introduced to various learning strategies that I can implement in the classroom and hope they will make a huge impact on my Computer Science students. I recommend that ALL faculty participate in the FFLC workshops dealing with teaching strategies because there is always room for improvement.

Reem Albashaireh Freshman Faculty Learning Community Fall 2017

It is crystal clear that students struggle to engage in math classes, which has a huge impact in their overall performance, and the timeline for completing their degrees.

As a math instructor, I always try to learn new teaching techniques and make math classes more attractive.

During the Fall 2017 semester I applied different teaching strategies that was covered extensively during previous Freshman Faculty Learning Community workshops. I applied Just-in-time teaching (often abbreviated as JiTT) strategy in my Calculus I class. JiTT is a teaching strategy that is designed to encourage the use of the class time for more active learning. Students were asked to complete a survey that serves as a preparation for more complete work in class. Students’ answers allowed me to adopt the lesson as needed, which further help me to create an interactive classroom environment that emphasizes active learning and cooperative problem solving. Moreover, class time was used to focus on the points for which students need more help, and was structured around specific responses.

Also, I applied Graphic Thinking Organizers technique in my Pre-Calculus Trigonometry class. Students seem to struggle with this class, because Pre-Calculus Trigonometry class includes right triangles, the unit circle, trigonometry functions, trigonometry identities and equations, and a lot of applications that help prepare students to enroll for Calculus I. Using this technique students learned how to organize their information, and then easily find and understand relationships, which is crucial to mathematical

thinking and problem solving. Throughout the semester, struggling students used Graphic Thinking organizers strategy to organize the information in a given problem, then they are required to think more deeply about each piece of information, and to think about how those pieces connect together.

During the Freshman Faculty Learning Community Fall 2017 meetings, I had the opportunity to hear feedback from other instructors from FFLC #1 and FFLC#2. The instructors shared their teaching techniques, what works for our students, and what needs to be improved. I learned more about the free tools and services that are available for our students here at Alabama A&M University. Examples of such services include TAN/SI, Grades First, and Degree Works. I advertised more about these services, and encouraged students to attend individual or group tutoring sessions that are hosted

by TAN.

Throughout this semester, I applied the flipped Classroom technique, the Group Assignments technique, how to open more communication channels with students through the first week (Icebreaker technique), and many more other techniques that encourage students to participate in class activities and keep them engaged. I am planning to keep implementing many of these techniques in my classes during Spring 2018 semester.

I was so happy to attend FFLC#2, and share my own teaching experience with other faculties. During these meetings I had the opportunity to work closely with some faculty and listen to their advice and suggestions in how I can increase the learning activities, encourage students to participate more and make math classes more attractive to the students. I hope to implement new teaching techniques, and modify what I used before.

Terry Miller FFLC Fall 2017 Cohort

Overall FFLC Fall 2017 Experience I have thoroughly enjoyed my experience with the 2017 FFLC cohort. It was extremely beneficial, informative and educational to hear from colleagues about the different strategies that are being used during pedagogy, as well as, hearing about what they felt liked worked and didn’t work within their discipline. Throughout the summer and fall workshops I was able to learn about a plethora of resources that are available to assist with the delivery of classroom instruction and effective pedagogical strategies. I teach code reading and code writing to students so it’s a little bit more difficult that reading text from a book and hope the students understand. There must be a hands on approach multiple times a day in order for learning to be effective. In my discipline, the expectation is that students are able to master at an early stage design thinking and/or computational thinking along with basic comprehension through “project based learning.” This could be very difficult if a student lacks critical thinking or problem solving skills. Implementing and executing the teaching style strategies that I learned about during FFLC should improve those odds.

As Professors, we teach in the classroom, students take notes and then they leave. More times that less, it is highly likely that students will not go back what was taught until it is test time.

I was excited to learn that some of the strategies mentioned were strategies that I was already using but with some minor pivoting, I could make some improvements for my class to enhance their learning experience. I felt like the blended learning/flipped classroom and collaborative learning strategies work best for code reading and writing and these are the strategies that I will continue to use (as a pilot) to determine the efficiency or effectiveness of the approach and the learning progress of the students. I will say that I think it has been a success this far. The flipped classroom/blended learning strategy allows my students the opportunity to learn at their own pace in a smaller individualized setting. It also encourages

Terry Miller FFLC Fall 2017 Cohort the student to be more active in learning outside of the classroom, in addition to, that boost of motivation of already understanding what is being taught in the next class session. I feel like students will be a little bit more prepared to discuss a new topic or concept when it is introduced in the class and this accelerates the learning for the student and the course. Every week, I always post two to three YouTube videos about a new topic, assign a couple of simple homework problems from watching the videos and then give two more problems in the next class that are a bit more complex. I give about 20 minutes of instruction on the topic, then students are paired up in groups to come to the white board to write programs based on the topic of the day. That is how the collaborative learning fits into my teaching model. I find it very helpful to pair a stronger student up with a weaker student.

This creates a

communication link among students who would normally not talk to each other and it also gets students talking so they can help one another. It also enables students to use their problem solving skills. Since using these skills, I have noticed that students are asking less questions because they are thinking more and code writing has drastically improved because students realize the other resources that are available to assist them with understanding a particular concept in Python, which is our programming language.

I feel like the FFLC has enriched and enhanced what I do as a professor. If you are really truly trying to make an impact on the students, there is always that element where you assess, pivot and refactor what you are doing. I feel like I have been introduced to various learning strategies that I can implement in the classroom and hope they will make a huge impact on my Computer Science students. I recommend that ALL faculty participate in the FFLC workshops dealing with teaching strategies because there is always room for improvement.

CPD Consultant Reports

CONSULTANT REPORT FORM This form must be completed by the consultant and attached to the request for reimbursement.

Pamela Arrington, CETL Person and Department requesting consultant: ______________________________________________

David Alumbaugh Consultant’s Name: ____________________________________________________________________ 827 Lincoln Avenue, Suite B-10, Address: _______________________________________________________________________

West Chester, PA 19380 _______________________________________________________________________ Consultant __________________________________________ Title

Organization Design & Development HRDQ _____________________________________ Institution/Organization/Agency

June 26, 2018 Date(s) of Service: __________________________

5 hours Total # of hours worked: ________________

Customer Service Workshop: What Customers Really Want Title of Program: ______________________________________________________________________ 25 Number of Participants: ________________________________________________________________

Summary: Please attach a written report including the following information: Objectives of the program, an overview of major topics discussed, evaluation results, a copy of the program agenda, roster, program evaluation results and other pertinent information.

Amounts Charged to Grant: $1,500.00

Consulting Fee

________________ $21.90

Fare – Train/Plane/Bus & Ground Transportation (Taxi Cabs) (Attach Receipts)

________________

Auto (current State rate)

________________

Meals (current State rate)

________________

Lodging – Actual Expenses (Attach Receipts) (Not to exceed 4 nights)

________________

(Balance of fee $2,000) (Airport Parking)

$76.50

$150.35

$1,748.75

TOTAL ________________ ______________________________ ______________

AAMU – Title III Strengthening Grants Program

Form 6 – Updated 10-1-14

TO:

Sophya Johnson

FROM: David Alumbaugh DATE: July 12, 2018 RE:

Alabama A&M Customer Service Training

I had the privilege to teach a customer service course to a select group of administrators at Alabama A&M in Normal, AL on Tuesday, June 26, 2018. The course was titled, “What Customers Really Want” and it was scheduled for a four‐hour workshop. Ms. Johnson reported that approximately 35 people had accepted the invitation to attend and I believe 27 or 28 staff members were actually in attendance.

As a trainer, I believe in David Kolb’s Experiential Learning Model. Adults respond well to a four‐stage learning cycle in which the learner touches all the bases. Those four stages are concrete learning, reflective observation, abstract conceptualization and active experimentation. A four‐hour workshop doesn’t necessarily allow for sufficient opportunity to explore each stage, but I attempted to engage the attendees in reflective observation of their own behavior in the workplace as well as conceptualizing the ideal customer service experience that each individual could provide.

The training platform consisted of instructor‐led discussion, a participant handout/workbook, a PowerPoint presentation to guide the discussion, embedded video and flip chart pages used in small group work.

The attendees were engaged and willing to participate and share their own experiences. There were many light‐hearted moments throughout the day. At the conclusion of the workshop, many of the attendees approached me to shake hands and to express their appreciation for the training. One individual told Sophya and me, “I learned about this at the last moment and wasn’t too excited about attending. But, I am so glad that I came!”

Ms. Johnson concluded the event by asking each individual to develop an action plan concerning what they could take away from the workshop and apply to their own experience.

CONSULTANT REPORT FORM This form must be completed by the consultant and attached to the request for reimbursement.

Pamela Arrington, CETL Person and Department requesting consultant: ______________________________________________

David Alumbaugh Consultant’s Name: ____________________________________________________________________ 827 Lincoln Avenue, Suite B-10, Address: _______________________________________________________________________

West Chester, PA 19380 _______________________________________________________________________ Consultant __________________________________________ Title

Organization Design & Development HRDQ _____________________________________ Institution/Organization/Agency

June 26, 2018 Date(s) of Service: __________________________

5 hours Total # of hours worked: ________________

Customer Service Workshop: What Customers Really Want Title of Program: ______________________________________________________________________ 25 Number of Participants: ________________________________________________________________

Summary: Please attach a written report including the following information: Objectives of the program, an overview of major topics discussed, evaluation results, a copy of the program agenda, roster, program evaluation results and other pertinent information.

Amounts Charged to Grant: $1,500.00

Consulting Fee

________________

Fare – Train/Plane/Bus & Ground Transportation (Taxi Cabs) (Attach Receipts)

________________

Auto (current State rate)

________________

Meals (current State rate)

________________

Lodging – Actual Expenses (Attach Receipts) (Not to exceed 4 nights)

________________

$21.90

$76.50

$150.35

$1,748.75

TOTAL ________________ ______________________________ ______________

AAMU – Title III Strengthening Grants Program

Form 6 – Updated 10-1-14

CPD End of Semester Evaluation (Fall 2017 & Spring 2018)

CETL: Center for Distance Education and eLearning (CDEeL)

CETL Informative Documents

CETL Informative Documents (CETL Conversation, Guide to AAMU for New Faculty, & Brochure)

CETLConversations August 14, 2018

Volume

Director’s Forum

Dr. Pamela G. Arrington, Director, Centers for Excellence in Teaching and Learning (CETL), Alabama A&M University (AAMU)

Greetings Everyone,

Inside this issue:

Director’s Forum Dr. Pamela G. Arrington Effective Orientation for New Faculty Members: A Preferred Time Design: Written by:

1-2

2-4

Dr. Pamela G. Arrington

FFLC Summary Report : Written by Dr. Pamela G. Arrington Staff Summary Report :

5

6

Written by Mrs. Sophya Johnson Photos from CETL Event Information on the Center for Distance Education / e-Learning & Center for Extended Studies

7

8

Welcome to the 2018-2019 academic year! The Centers for Excellence in Teaching and Learning (CETL) faculty and staff are excited about the programs we have planned for you for the upcoming academic year. We had many successes during the last academic year in meeting your professional development needs and look forward to even greater accomplishments working with you in 2018-19. The key to these achievements was the feedback we received from you about the skills and knowledge trainings you felt would greatly benefit you in your faculty and staff roles. We look forward to continuing this conversation with you in 2018-19. Only through meaningful conversations with you (surveys, focus groups, emails, phone calls, and reflection papers) can we continue to provide you with exciting, innovative, and high quality professional development programs.

CETL is designed to allow the University to consolidate and formalize several of its strategic plan initiatives that are focused on improving student learning. These initiatives include faculty and staff development, the use of instructional technology, as well as distance education, and assessment. CETL continues to enhance student learning by engaging faculty and staff in conversations about the most recent advances in engaging and serving AAMU students. On campus seminars and workshops led by University experts and external consultants are the strategies used to accomplish this primary goal.

CETL is here to support you, faculty and staff, in enabling a quality educational experience for AAMU students. Our staff has planned a variety of programs for 20182019 that will emphasize learning characteristics of GEN Z, how using technology and social media can aid faculty in promoting deeper learning and understanding, new faculty orientation, and customer service. The format for the seminars, workshops, and trainings for faculty and staff will model active learning strategies.

I encourage you to take some time away from your busy schedules and participate in the upcoming professional development activities offered by CETL. There is a professional development resource available for everyone. For faculty and staff, there are presentations about quick and simple strategies you can adopt in your classes and in your work unit that will promote excellence in all that you do. In addition to workshops, seminars, and trainings, you will find books and cutting–edge digital tools available in the CETL conference center. If you just need a quiet space for a block of uninterrupted time to complete planning and/or writing, bring your laptop to the CETL conference room to work or use the computer stations already there available for your use.

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Volume

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I am excited about the significant new trends that are emerging in online learning that impact our continuing and professional education and development programs. To continue to help faculty and staff benefit from these trends, CETL will continue to incorporate an online professional development compendium, called “Go2Knowledge,” and “Monday Morning Mentor” to complement its on campus seminars and workshops for faculty and staff. I encourage all faculty and staff to take advantage of the professional development opportunities afforded them by these online trainings and virtual workshops.

Finally, the faculty development activities, benefit all faculty, regardless of your seniority status or your learned disciplines. Similarly, the staff development activities benefit all staff across the AAMU organizational units. I look forward to your participation in the many professional development activities offered by CETL. I am proud and honored to serve with professionals like you and I want to take this opportunity to say “thank you” for all you do for our students.

Again, welcome to the 2018-2019 academic year!

Very Respectfully, Pamela G. Arrington, Ph.D.

Effective Orientation for New Faculty Members: A Preferred Time Design In fall 2017, the Centers for Excellence in Teaching and Learning (CETL) faculty and staff decided to break with tradition and implement a year-long orientation for new faculty members. The decision was based on the novel idea of asking new faculty members what they need to know about teaching and learning generally and the unique characteristics about their new institution specifically in order to be successful in their teaching, research, and service roles. The unique characteristics (vision, mission, student demographics) about teaching and learning at Alabama Agricultural and Mechanical University (AAMU) were especially important need to know information for new faculty members with prior teaching experience at other colleges and universities.

Following tradition, in fall 2017, the Centers for Excellence in Teaching and Learning staff proceeded with the storied agenda for its orientation of new faculty members. A variety of speakers from across the University came to welcome the new faculty members and give them information about the units they represent. However, the one significant difference this time was that in addition to the welcome and presentations from the usual units on campus, the group of 30 new faculty was asked for their input in launching a year-long orientation for new faculty members. First, the year-long model allows academic administrators the opportunity to deliver to new faculty members need-to-know teaching and learning principles and strategies as well as organizational

Volume

information unique to the institution in structured modules over time as needed. . Second, the year-long orientation allows new faculty time to process information they need to know and ask more informed questions based on their experiences to date. Third, the year-long orientation for new faculty members allows time for the assembled group to bond as cohorts, to build relations with their peers, to share lessons learned, and to establish a network of human and virtual resources for their tenure at the University.

New faculty were asked to talk about what elements within the teaching and learning processes they would like to know more about during their first year at the University. In addition to the focus group dialogue, faculty members were asked to complete a needs assessment survey. The data gleaned from the needs assessment survey revealed four topic areas that polled the highest among the respondents. The four topic areas were motivating students to learn, the tenure process and advancement, infusion of technology into learning, and leadership development. Monthly workshops were designed and developed with these content areas as the focus.

After analyzing the focus group and needs assessment data for each of the four highest-ranking topics, at least one workshop about the topic area was scheduled. Part 1, “Motivating Students to Learn” was held in September and Part 2 in October. The session on “Tenure Process and Advancement” was held in November. Part 1 and Part 2 workshops on “Infusion of Technology into Learning” kicked off the spring semester 2018 orientation for new faculty members in January and February respectively. Rounding out the year-long series were professional development sessions on Leadership Development that were held in March and April. All orientations for new faculty were scheduled for the first Thursday from 12:30 PM to 2:00PM when no classes are scheduled. We served lunch as an incentive. One of the testimonies from the post evaluation survey stated that this incentive worked since many faculty had class before and after the workshops and therefore no time to grab lunch before attending the workshops. New faculty who joined the university in January 2018 were invited to join in the spring 2018 semester workshops.

Faculty who have been members of CETL faculty learning communities served as presenters for the “Motivating Students to Learn” workshops. In addition to sharing their experiences with implementing teaching strategies such as the flipped classroom, assignment design, four corners, think/pair/share, four corner debate to cite a few examples, the presenters provided new faculty an additional network of resources outside of their immediate departments that they can call on for assistance as they adjust to their new teaching roles and responsibilities. The deans and the faculty senate president led the November 2017 workshop on “Tenure and Advancement.” The director of distance education and the Blackboard Management Systems Operator facilitated the January and February sessions on “Integrating Technology into the Classroom” as well as how to develop an online course. They were able to demonstrate many of the technology resources available for faculty use. The director of Title III was the presenter at the March “Leadership and Advancement” session. She provided an overview of resources available for faculty to travel to discipline conferences and how to apply for these travel funds.

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The provost and vice president for academic affairs and research led the final workshop of the year in April. He presented on the “Tenure Process and “Leadership Advancement” opportunities as well as the “State of the University’s Academic Programs.”

Virtual resources, Monday Morning Mentor and Go 2 Knowledge On Demand online trainings, complemented the face to face component of the effective orientation for new faculty members. For busy faculty, the fact that each Monday Morning Mentor session lasted a total of 20 minutes was a very attractive feature. Overall, during the fall 2017 semester, 141 faculty members participated in the Monday Morning Mentor sessions.

Monday Morning Mentor trainings centered on the pre-selected topic areas new faculty had identified they felt the need to know more about, The results from the New Faculty Series for the 2017-18 Academic Year post evaluation survey were as follows:  How satisfied were you with the overall professional development series? (78.6%) From not satisfied (1) to very much satisfied (5) over 78% felt that the overall series were helpful and they were satisfied.  How relevant and helpful do you think the information was for your job advancement?(78.7%) This indicates that new faculty felt the series were helpful to placement and career advancement an career trajectories forward. 

How satisfied were you with the session content that you attended? (78.6%)

This indicates that new and seasoned faculty felt the sessions were satisfied with content that could be useful in the classroom now. 

Did you find new resources and/or approaches that will facilitate your transformation of your courses and engagement of students? (90.9%) This indicates that faculty felt the sessions provided real time resources and content that could be used in the classroom.

Considering responses to the open-ended questions on the post evaluation survey, additional sessions on grant and research development, improving teaching strategies, and discipline content will be added.

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The 2018-19 Freshman Faculty Learning Community (FFLC #3) “Motivating Students to Learn: Beyond the Lecture”

The Centers for Excellence in Teaching and Learning administrators implemented a student success strategy titled Freshman Faculty Learning Community (FFLC) in Summer 2015.

The primary role of the FFLC is to target faculty who teach freshman gateway courses in English, mathematics, history, biology, and computer science. After a competitive selection process, for three semesters from fall to summer, the members of each FFLC cohort must agree to participate in discussion groups, attend professional development workshops on active learning teaching strategies, write reflection papers, and share lessons learned with their peers. To date there have been two FFLC groups who have completed the trainings. Last spring, a competitive selection process was initiated and the members of FFLC for academic year 2018-19 were named.

They are:

One of the most important realities that I have been reminded of in this series is that student learning relies on several different factors including language, motivation, cultural influence, goals, etc. As I sit and think about this idea, I am quickly reminded how a single approach to teaching and learning is no longer sufficient. This series emphasized that every student in each classroom is coming from very different personal situations and are fueled by very different motivating factors. I will bear this in mind going forward as I plan and design lessons and assignments.

Overall, there were a number of positives (pros) about this workshop series. I like that the workshops were very practical and active. The workshops went beyond listening to a presenter and were active with opportunities for hands-on, collaborative practice with the information being conveyed.

For example, the demonstrations of teaching strategies by the presenters were very helpful. I cannot think of anything that I did not like (cons). Initially, I was hesitant about the session that was via teleconference, but I realize that the use of technology can be advantageous and I did enjoy the presentation and took away some strategies as well. “

Dr. Laricca London-Thomas, Dr. Jordan Yin, Ms. Sheri StanJordan S. Yin, Ph.D. Asst. Prof. ley, Dr. Jessica Temple, Ms. Kiietti Walker-Parker, Dr. LaDepartment of Community and Regional Planning Tonya Dixon, Dr. Tyesha Farmer, Mr. Sidney Jackson, Dr. “The summer training sessions for FFLC #3 covered a Sadguna Anasuri, Dr. Florence Okafor, Dr. Angel Dunlap, wide range of teaching and learning topics, including: underDr. Ashley Gordon, and Ms. Wanda Lavender, standing diversity and conflict resolution in the higher educaThe theme for this year’s seminars, trainings, and workshops is tion setting, the transition from millennials to “Generation Z” “Motivating Students to Learn: Beyond the Lecture” All fac- cohorts in the student body, learning strategies based on cognitive science, and the use of teaching strategies to promote ulty members are invited and encouraged to attend. Memstudent engagement, collaboration, and success. bers of the FFLC#3 cohort completed Summer Trainings in July, attending four workshops and trainings, Teaching the My overall experience of these sessions was positive Millennial and Dealing with Diversity, Teaching Strategies and AAMU Students, Strategies from the New Science of Learning, because I was able to both develop a better understanding of contemporary issues impacting higher education, as well as and Beyond the Lecture: Simple Techniques for Student Engagement. Below are testimonials from two of the 2018-19 gaining exposure to relevant evidence-based instructional Freshman Faculty Learning Community faculty members after techniques. I am interested in further exploring a few specific teaching strategies and applying them in my classes for the the completion of their summer workshops.

2018-19 academic year,” Testimonials from the “Motivating Students to Learn: Beyond the Lecture” Lecture Series Laricca London-Thomas, Ph.D., Asst. Prof.

Department of Biological and Environmental Sciences “Thank you for the opportunity to be among the 2018 Freshman Faculty Learning Community.

Attending the workshop series entitled “Motivating Students to Learn” has been a transformative experience for me. Having been trained as a Scientist, and thus, no formal training in pedagogy, stepping into the classroom full-time came with its challenges initially. I am now entering my third year as an Assistant Professor and I am very eager to get back into the classroom. The information that I obtained during this workshop series will truly change the course of my classroom experience as I enter year three.

Volume

Staff Development: 2017-2018 This past year CETL had a great line up of workshops for AAMU staff. To make sure that everyone had an opportunity to receive some form of development, CETL offered workshops via live webinars, on demand and face-to-face workshops. Some of the topics included; Breakthrough Creativity: How to Use Your Talents for More Creative Leadership, Well-Connected Employee: Networking Competencies That Foster Engagement, Collaboration, & Business

Results, Working Effectively With Other Teams, The Art of Networking. The Importance of Not Burning Bridges, and Customer Service Workshop: What Customers Really Want. The participants really expressed how much they enjoyed the workshop and how it will benefit them in their daily tasks and areas where they need to strengthen using the different strategies mentioned in the workshops. The participants always walked away with helpful tips to help enhance what they do here at Alabama A&M University.

Evaluations from participants Name one thing you will implement from the presentation or comments about the workshop

Workshop

Breakthrough Creativity: How to Use  Review my own group leadership qualities.

Your Talents for More Creative  Build a supportive, motivating culture in the unit Leadership Workshops  I am going to research further my creativity type.  Taking/ promoting initiative in networking Well-Connected Employee: Network Develop professional connections ing Competencies That Foster Engagement, Collaboration, & Business  Network is teachable and learnable Results  Making more contacts face to face  Very informative, Thank you!  She was really helpful telling our class about networking The Art of Networking. The Importance of Not Burning Bridges  Very useful information. Thank you for visiting our class today.

Love the presentation, very helpful  I will show more mastery in my position  To engage others in projects  How not to be burnt out! 

Gamifying Your Leadership



Customer Service Workshop: What Customers Really Want

Great Workshop!

I enjoyed the free spirited stories and the coffee w/ lunch  Excellent presentation from the presenter  I really enjoyed this workshop! Mr. Alumbaugh was very interesting! Thank you! 

Volume

Volume

Locations:

CETL STAFF Director: Pamela G. Arrington, Ph.D. Phone: 256 372-8231 Email address: pamela.arrington@aamu.edu Assistant to Director: Sophya Johnson, M.S. Phone: 256 372-8783 Email address: sophya.johnson@aamu.edu

CETL Learning Resource Center (LRC) Room 309 Phone:256.372.8780 Facebook Page: http://www.facebook.com/ CETLAAMU

Center for Distance Education and Extended Studies Bib Graves Room 300 Phone: (256)372-5753 Fax: (256) 372-5971 odees@aamu.edu

~Center for Distance Education/e-Learning~

~Center for Extended Studies~

CDEeL

CES

Do you need ideas for mapping out your online course’s design? Would you like support with web-based instructional strategies and activities for your online or hybrid course? Well, the Center for Distance Education & e-Learning (CDEeL) is the place for you! CDEeL provides exceptional course development support through hands-on professional development experiences and offers faculty access to resources which can facilitate audio narration and video lecture for online instruction. Yes! We can do that!

The Center for Extended Studies offers continuing education and professional development classes, programs, and services designed to meet the changing needs of the larger community. Short-term, non-credit classes and programs, geared to help individuals enhance job skills, prepare for a job change or for professional examinations, or just taken for personal enhancement, are offered throughout the year. Enrichment classes, designed specifically for

In Fall 2015 we established the AAMU Online Instructor Certification (OIC) Program. This certification program, a requirement for all online faculty at the university, has been a great success thus far, with over 100 faculty members completing the program to date. Be sure to enroll, if you plan to be an online instructor.

middle and high school students, are available during the

Additionally, join us as we continue to offer meaningful professional development sessions focused on your instructional needs. We especially invite you to check out our newest signature series, the Course Design CafĂŠ, a 50 minute strategy focused, session packed with practice and real time application..

by serving as the central point of contact for the undergrad-

To learn more about what the Center for Distance Education and e-Learning can do to support you, please contact us or stop by and see us at 300 Bibb Graves Hall.

~Rhonda Moore-Jackson, Ed. D. Director rhonda.jackson@aamu.edu

256-372-8673

~Karen Ethridge, Ph.D. Assistant Director karen.ethridge@aamu.edu 256-372-4865

summer months. Continuing Education Units (CEUs) and Professional Development Units (PDUs) are also offered for campus continuing education activities.

CES also serves the non-traditional/adult student uate Online Management and undergraduate Liberal Studies Degree programs, and is the clearinghouse for non-

traditional/experiential learning credits. Non-traditional/ adult students interested in completing their degrees and have significant college-level learning obtained from job training, work experience, military experience, or other experiences are urged to contact us.

~Kris E. Reed, M.S. Program Specialist kris.reed@aamu.edu 256-372-4771

Alabama Agricultural & Mechanical University (AAMU)

Guide to AAMU for New Faculty (Full-time, Part-time, and Adjunct Professors)

Division of Academic Affairs

REVISED August 2017

Table of Contents Campus Map

Pg. 2

Institutional Mission

Pg. 3

Communication

Pg. 4

Organization Chart

Pg. 5- 8

Teaching Calendar Dates to Remember

FALL

Date August 15, 2017

Event Faculty/Staff Conference *

August 17, 2017

New Faculty Orientation

August 17, 2017

First Day of Class

September 4, 2017

Labor Day

November 20-24, 2017

Thanksgiving Break

November 27-28, 2017

Final Exam Week (graduates)

November 30, 2017

Grades Due (graduates)

December 1-7, 2017

Final Exam Week

December 8, 2017

Commencement ceremonies*

December 12, 2017

Final Grades Due

December 12, 2017

Winter Break (Faculty)

Faculty Appointments

Pg. 9-10

University Expectations

Pg. 11

Faculty Development

Pg. 11-14

Library

Pg. 15

Date January 3, 2018

Event Faculty/Staff Conference*

Public Safety

Pg. 16-18

January 8, 2018

First Day of Class

January 15, 2018

Martin Luther King Jr. Holiday

March 26-30, 2018

Spring Break

April 5, 2018

Honors Day Convocation*

April 23-24, 2018

Final Exam Week (graduates)

April 26, 2018

Grades Due (graduates)

Parking

Pg. 18

Bulldog Transit

Pg. 19

SPRING

System Health & Wellness

Pg. 20

April 30-May 3, 2018

Final Exam Week

Frequently Call Dept.

Pg. 21

May 4, 2018

Founders Day*

May 4, 2018

Commencement ceremonies*

AAMU Divisions

Pg. 22-23

May 8, 2018

Final Grades Due in Banner

Links to Resources

Pg.24

Date

Event

Frequently Asked

Pg.25-26

May 28, 2018 May 29, 2018

Memorial Day

July 4, 2018

4th of July Observed

July 25-26, 2018

Final Exams

July 31, 2018

Final Grades Due in Banner

SUMMER

CETL Information

Pg. 27

First Day of Class

*Faculty participation mandatory

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AAMU Campus Map Legend

1 Crump Agricultural Mechanics Building 2 Old Band and Drafting Building 3 Old Barn and Silo 4 Bibb Graves Hall 5 Boiler #1 6 Boiler #2 7 Buchanan Hall 8 School of Business 9 Carnegie Library 10 Carpentry Building 11 Carter Science Hall 12 Carver Complex 13 Carver Annex 14 Council Credit Union 15 Chambers Science Building 16 Council Training Center 17 W. H. Council Hall 18 Louis Crews Stadium 19 Dawson Building 20 Drake Dining Hall 21 Drake Memorial Learning Resources Center (Library) 22 T. M. Elmore Gym 23 School of Engineering

24 Ag Research Center Bldg.

25 Foster Irradiation Center 26 Foster Living Learning Complex 27 Frank Lewis Gym 28 Gravitt Apartments 29 Grayson Hall 30 Greenhouses 31 Gym Annex 32 Hillcrest (President's Home) 33 Honors Building 34 Hopkins Hall 35 Hurt Hall 36 Infirmary 37 Eugene Kendrick Maint. Facility 38 Ralph H. Lee University Center 39 McCalep Vocational Building 40 McCormick Building 41 Mechanical Engineering Annex 42 Morris Hall 43 Morrison Building 44 Palmer Hall 45 T. G. Parker Building 46 T. G. Parker Annex 47 Patton Hall

48 Polk Cottage 49 Post Office 50 Poultry Science Building 51 Prentice Dining Hall 52 ROTC Skills Center 53 Campus Police Office 54 Old Security Office 55 Old Silo 56 Stephens Hall 57 Terry Hall 58 Thigpen Hall 59 Thomas Hall 60 Old University Stadium 61 Walker Wood Hall 62 Water Pump House 63 Dr. Ernest L. Knight West Campus LLC 64 State Black Archives 65 Baseball and Softball Fields 66 Soccer Field 67 The Quad 68 Tennis Courts 69 The Duck Pond 700 Covered Footbridge

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Page 3

AAMU Mission Statement “Alabama Agricultural and Mechanical University reflects the uniqueness of the traditional land-grant institution combining teaching, research, service, liberal arts, and vocational fields. The University offers baccalaureate, masters, and doctoral level degrees that are compatible with the times to all qualified and capable individuals who are interested in further developing their technical, scientific, professional, and scholastic skills and competencies. The University operates in the three-fold function of teaching, research, extension and other public service. Alabama A&M University, a center of excellence, provides an edu-

Vision: Our vision is to be

cational environment for the emergence of scholars, scien-

recognized globally as a world-

tists, leaders, critical thinkers, and other contributors to a

class, land-grant, comprehensive

global society.”

University.

Institutional Goals While much has changed on "The Hill", AAMU still maintains its commitment to its mission: 

Excellence in education and a scholarly environment in which inquiring and discriminating minds may be nourished.



The education of students for effective participation in local, state, regional, national, and

interna-

tional societies. 

The search for new knowledge through research and its applications.



The provision of a comprehensive outreach program designed to meet the changing needs of the larger

community. 

Programs necessary to adequately address the major needs and problems of capable students who have experienced limited access to education.



Integration state-of-the-art technology into all aspects of University functions.

Alabama A&M University, in cooperation with businesses, industrial and governmental agencies, and other institutions, provides a laboratory where theory is put into practice in a productive environment.

Website to AAMU at a glance: http://www.aamu.edu/aboutaamu/pages/aamu-at-a-glance.aspx

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Office Space & Communication Each full-time faculty member is provided office space near his/her colleagues. Some departments provide space for adjuncts to utilize phone, talk with students and work on class work. The primary modalities of communication on the campus are email, phone and the intercampus mail system. Please check with the departmental secretary for instructions. Alabama A&M University email system is easy to use

and accessible through the home page. Each department has a fax machine. Faculty members also can send information across campus via the intercampus mail system. The campus directory is located on the home page of the AAMU website. It provides phone numbers and email addresses.

It is important for faculty members to know whom to contact for specific issues. The list in the appendix (p.16) may facilitate this process.

Faculty and Staff Email Alabama A&M University has established email as a primary vehicle for official communication with students, faculty, and staff. The majority of bulletins and announcements will be communicated through email 

Official email accounts for faculty and staff are established in Microsoft Exchange, the University's internal email system, operated and supported by ITS. Microsoft Outlook is the standard email application used with Exchange.

College & Departmental Meeting Your department chair will provide information about the meeting times and location of departmental meetings. Your college dean will announce the time and place for periodic college meetings.

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Page 6

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Academic Affairs Organizational Chart

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Page 8

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Faculty Appointments (Section 3.2 Faculty Handbook) All faculty members will receive one of the following appointments upon employment at the University:

A. Regular Full Time: Employment of an unspecified duration with no predetermined separation date. Fulltime appointments with an annual assignment of fifty percent (50%) or more in an instructional program are eligible for tenure.

B. Regular Part Time: Employment that is expected to continue indefinitely on a part-time basis. Employees are expected to work at least 20 hours but less than 35 hours per week and are not eligible to receive fringe benefits.

C. Temporary: Employment on an as needed basis.

Joint appointments are those appointments between/among academic units and other units of the University.

The holders of such appointments whose basic or initial assignments are with the instructional program may be considered for tenure if the instructional assignment is at least fifty percent (50%).

Part-time faculty appointments, such as adjunct faculty, are those individuals who are employed less than 100% of the time by the University. The total number of part time faculty for each academic unit will normally not exceed fifteen percent (15%) of the total instructional full-time faculty. These individuals are not eligible for faculty benefits. All administrative, untenured faculty, and non-tenured faculty appointments whether categorized as regular full-time, regular part-time, temporary, or otherwise may be ended by action of the employee or the University, with or without cause.

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Page 10

The following applies for the term of employment for part-time faculty:

1. Part-time faculty is a category of employment that is a non-tenure track classification.

2. Part-time faculty are employed to teach on a per-course/per semester basis within a designated academic department. Permission to teach in more than one academic department must be approved by each chair and college dean.

3. Part-time faculty hold their employment at the discretion of the President and Provost/ Vice President for Academic Affairs and their immediate supervisor without written contract, either of whom may discontinue the employment of such employees without cause or advance notice.

4. Teaching Load: The teaching load for a part-time faculty is limited to two classes per semester. The Provost/Vice President for Academic Affairs must approve any exceptions to this policy through the department chair and appropriate dean.

5. Compensation Rates: The University has set the base rate per course taught which applies in all colleges.

Information on the current rates can be obtained from the department chairperson.

6. Payments: Part-time faculty members are paid each month, generally at the end of the month in equal increments. Four payments are issued during the fall semester, September, October, November, and December. Five payments are issued in the spring semester, January, February, March, April, and May. Two payments are issued during the summer session, June and July. Payments will be issued on the last workday of the month, with the exception of December.

(For additional information, see Section 3 of the Faculty Handbook, 2011)

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University Expectations of All Faculty 

Ensure that current curriculum vitae is on file in department office



Meet teaching responsibility by attending class consistently and being on time



Assist students in and out of class



Use standard university format for course syllabus



Submit syllabus to students on the first day of class and to the Department secretary no later than one week after instruction begins



Perform research and service appropriate for their discipline (Full Time Faculty)

Faculty Workload & Schedule (Section 3.8 of Faculty Handbook, 2011) 

3.8.1 - Faculty Office Hours and Accessibility



3.8.2 - Faculty Class Attendance



3.8.3 - Teaching Load

Faculty Development On Campus Centers for Excellence in Teaching and Learning The Centers for Excellence in Teaching and Learning (CETL) are dedicated to enhancing the culture of teaching and learning at Alabama A&M University. CETL is the umbrella organization that houses * Center for Faculty & Staff Development (CFSD) * Center for Distance Education/ e-Learning (CDEeL) * Center for Adult & Continuing Education (CES) CETL seeks to establish and nurture a culture of critical reflection on teaching, which engages all members of the AAMU community of learners in pursuit of our commitment to excellence, innovation and collaboration in teaching and learning. CETL programs facilitate the teaching and learning process by providing expertise, resources and services that foster the development, use and assessment of innovative instructional environments, methods and technologies.

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Center for Faculty & Staff Development (CFSD) hosts at least 2 pr ofessional development wor kshops per month on various pedagogies. An announcement with the CFSD Calendar of Events for all workshops comes out the beginning of each semester. For more information please contact Sophya Johnson at ext. 8783 or via email: sophya.johnson@aamu.edu 

On-Demand Professional Development Training:  Go2Knowledge: - https://docs.google.com/ documentd/1IwWuQ6YSeV0eM1WERwvKyCMi3MdINZonwI3QjhTxc2Y/edit? usp=sharing 

What is Go2Knowlegde: “Go2Knowledge meets the professional development needs of busy and distracted educators. The trainings provide a customized, straight-forward, and easy way for our college faculty and staff to find webinars of importance to them. The Go2Knowledge trainings allow us to schedule professional development opportunities at the convenience of our faculty and staff.”



DIYPDP (Do It Yourself Professional Development Plan): 

Access to live and pre-recorded webinars: (view on your own) 

Topics: 

Improving Learning Outcomes For Underprepared Students: A Proven Model That Links Course Content With Structured Support



Comprehensive Student Advising: An Integrated College-Wide Approach To Facilitating Student Success



Create A Student-Centered Financial Literacy Program To Support Retention Efforts

Contact the CETL office for more information (256) 372-8783

Web Page: http://www.aamu.edu/Academics/academicresources/Pages/CETL.aspx Facebook Page: http://www.facebook.com/CETLAAMU

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Faculty Development Center for Distance Education/e-Learning~ CDEeL Do you need ideas for mapping out your online course’s design? Would you like support with web-based instructional strategies and activities for your online courses? Well, CDEeL is the place for you! We provide exceptional course development support through hands-on professional development experiences and offer faculty access to resources which can facilitate audio narration and video lecture for online instruction. Yes! We can do that!

In Fall 2015 we established the AAMU Online Instructor Certification (OIC) Program. This certification program, a requirement for all online faculty at the university, has been a great success thus far, with 81 faculty members completing the program to date. Be sure to enroll, if you plan to be an online instructor.

Additionally, we invite you to look for more exciting training opportunities ahead such as our Course Development Crash Course as well as our new monthly feature, BYOL ~ Bring Your Own Laptop, launching this fall!

To learn more about what the Center for Distance Education and e-Learning can do to support you, please contact us or stop by and see us at 300 Bibb Graves Hall. Contact Dr. Rhonda Moore-Jackson, Director 300-A Bibb Graves Hall rhonda.jackson@aamu.edu 256-372-5753

Center for Extended Studies : Adult and Continuing Education (CES) pr ovides continuing education and professional development classes to the community. Class ideas and instructors are always welcome! CES also provides degree completion options to non-traditional, military, and adult students. For more information, contact Kris Reed, 300-A Bibb Graves Hall, (256) 372-5753 or email kris.reed@aamu.edu

Off-Campus Development Off-Campus Development: Each academic unit has funds budgeted for faculty tr avel to disciplinespecific conferences. Such funds can also be requested from the Title III Office. Contact information: (256)

372-5550 or http://www.aamu.edu/administrativeoffices/titleIII/Pages/default.aspx

Technology Training Blackboard Learn 9.1 Blackboard, the university’s course/learning management system (CMS/LMS), is a web-based solution for online delivery of course-based instructional materials offering an easy-to-use interface and instructional management tools that require no HTML authoring skills. The Center for Instructional Technology (ITS) offers Blackboard training for faculty and maintains online Blackboard support resources.

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Extensive Blackboard support resources are also available online from Blackboard directly. Please contact Connie Mack located in the LRC room 117, (256) 372-4542 or connie.mack@aamu.edu if you have questions regarding Blackboard.

Teaching Resources

The resources you will need for classroom instruction should be provided by your department. Please speak to the department chairperson to get specific information.

Student Resources Academic Help: Academic suppor t is available to under gr aduate students. Please r efer any student having trouble with academic skills (e.g. writing, language skills, math etc.) to the Tutorial Assistance Network (TAN). For mor e infor mation about TAN, please contact: Linda Skeete McClellan, M.S.,TAN Coor dinator by email: linda.skeete@aamu.edu, call (256) 372-5487, or email: tan@aamu.edu Students with Disabilities: “Access to Learning” identifies the University’s program for providing equal access to all educational programs, and ensuring compliance with applicable laws, including Section 504 of the Rehabilitation Act of 1973, and the applicable titles of the Americans with Disabilities Act (ADA) of 1990.

Questions that may arise regarding University compliance with Section 504 of the Rehabilitation Act, eligibility for the program or filing complaints should be directed to Sanoyia L. Williams, Coordinator of the Access to Learning Program, 106 Carver Complex South, or at (256) 372-4263. The Coordinator of the Access to Learning Program will work with appropriate faculty, staff and administrators under the authority of the Office of the Vice President for Student Affairs to provide assistance and/or to seek resolutions for persons with handicaps or disabilities. A manual describing the program and complaint procedures has been distributed to the Learning Resources Center and all offices on campus, and is available for reviewing upon request.

Health Services: The Student Health Center pr ovides medical assistance for student emer gencies and is staffed by registered nurses and a part-time physician. If a student becomes sick in your class, please contact

security at (256) 372-5555. Students may be referred to health services by calling (256)372- 4766 or studenthealth@aamu.edu Counseling Service: This office pr ovides counseling ser vices for students who have behavior al or emotional issues which affect their educational performance. They provide medical and/or psychological documentation. The services are to assist students in developing more effective ways of dealing with difficulties and to provide referrals for those needing further assistance. For more information contact Al Graham, DBH, NCC, LPC at (256) 372-4751 or Jorge Lima, LPC, at (256) 372-4763 or Carlquista Slay, LPC, at (256) 3724735.

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Library Website: http://alabamam.sdp.sirsi.net/client/en_US/default/

Dr. Annie Payton, Director, LRC and State Black Archives (256) 372-5401 Currently, the Learning Resources Center (LRC) has over 55 electronic resource subscriptions databases that patrons can access from anywhere on campus as well as remote locations. From on campus, patrons can go to the University‘s website, move the cursor over the word Library and select Databases from the drop down menu list.

In order to access from remote locations, one must have a valid Outlook or Gmail account plus a valid password. Patrons should contact the Information Technology (IT) department to receive such authorization at (256) 372-5993.

Every academic library strives to ensure that services offered are fully utilized. Toward this

E-Journals(Databases)

Government Documents/FDLP

end, the LRC‘s Reference Department stands ready to conduct additional bibliographic instructions/ information literacy presentations.

Dissertation/Thesis Resources

Off Campus Access

Alabama Virtual Library

Subject & Course Guides

The LRC, however, needs the support of faculty to encourage their students to utilize our electronic resource subscription databases. Also, LRC staff asks that faculty accompany their students to the library to see what services are offered. The LRC faculty is also exploring different avenues to increase student involvement in using library resources. The embedded librarian is a novel concept that has been adopted

Circulation

Online & Distance Learning

by many academic libraries throughout the United States. The basic premise is it allows a

Database Trials

Serials

librarian to become the point person for a particular class assignment throughout the semester. Students can ask questions directly via email or in person. If you are interested in pursuing such collaboration, please do not hesitate to contact (256) 372-8092 for assistance.

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Public Safety Website: http://www.aamu.edu/administrativeoffices/publicsafety/pages/default.aspx

Welcome to “THE HILL” where service is sovereignty! The Public Safety Department (PSD) exists to pro-

vide quality service derived from the expectations of the Alabama A&M community and our own dedication to excellence.

Our highest priority is the safety and well-being of the students, faculty, staff, and visitors at Alabama A&M University.

Although the Department of Public Safety is the primary department at the University charged with creating a safe and secure environment, this task is not one that can accomplish alone. Crime prevention, risk identification, and problem solving are the responsibilities of everyone on this campus. Efforts to maintain a safe and secure environment rely on the PSD’s ability to develop

collaborative relationships with the

many communities that make up the University. PSD believes that through partnering and problem solving, Alabama A&M will be one of the safest universities in the nation.

The use of strategies, based on a commitment to the philosophy of community and problem-solving policing, began last year and has already reaped tremendous benefits. Some of these successes can be found on the Public Safety webpage and in the Annual Security and Fire Report. The PSD will soon introduce more proactive strategies and programs that will increase community engagement efforts and enhance the quality of life at A&M. PSD asks everyone to join them in safety efforts by becoming informed and using good judgment because PSD wants your experiences on “The Hill” to be rewarding, fun, and safe.

Please do not hesitate to contact the PSD, (256) 372-5555–they are here to serve you!

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Campus Emergency Procedures Website: http://www.aamu.edu/administrativeoffices/test/Pages/Emergency-procedures.aspx Evacuation Procedures  Evacuate buildings using the nearest exit or alternate exit if nearest exit is blocked or unsafe to use.  Do not use elevators  Secure any hazardous material or equipment before leaving.  Provide assistance to persons with disabilities or special needs.  Evacuate at least 100 feet from buildings.  Buildings managers will account for all personnel.  Proceed to the designated evacuation assembly point (EAP) if possible.

Fire   

Activate the nearest fire alarm pull station and call 911 if possible.

Evacuate the building.

Do not enter building unless authorized by emergency personnel.

Suspicious Objects  Do not touch, smell, or disturb object.  Call Campus Safety at ext. 5555  Notify a dean, department head, or supervisor.  Prepare to evacuate the building.

Campus Lockdown  Residential housing–proceed to assigned room/apartment and lock the door.  Classroom/administrative building–enter the nearest building. Proceed to classroom or office with lockable door if possible.  Building managers are responsible for locking classroom buildings.  Residential Life Staff is responsible for securing residential housing.  Vehicles approaching campus–do not attempt to enter campus; gates will be locked.  Stay away from doors and windows.  Remain until the all-clear is given by PSD. Power Outage  Remain calm; provide assistance to others if necessary.  Move cautiously to a lighted area.  Turn off and un-plug computers and other voltage-sensitive equipment.

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Severe Weather  When the siren is activated (continuous wail), the following procedures will apply:  Residential housing–follow the instructions of the Hall Staff for shelter procedures.  Classroom/administrative buildings–move to an inner room if possible; drop and cover under a desk or sturdy table.  Stay away from windows.  Assist persons with disabilities or special needs.  Remain until the all-clear is given by Campus Safety.

Suspicious Persons  Do not approach. Contact Public Safety immediately with the following information:  Physical description (i.e., race, sex, clothing, and approximate height and weight).  Location and/or direction of travel.  Behavior being exhibited.  Do not block the person’s access to an exit.

Parking Website: http://www.aamu.edu/administrativeoffices/publicsafety/Pages/Parking.aspx

Decals for personal vehicles are obtained at the Department of Public Safety. When registering your vehicle, you must provide a VALID: driver’s license, insurance card, tag receipt/vehicle registration, and current class schedule.

Register Online Info: http://www.aamu.edu/administrativeoffices/publicsafety/pages/vehicleregistration.aspx Registration Form: http://www.aamu.edu/administrativeoffices/publicsafety/pages/vehicleregistration.aspx Note: The color of your decal corresponds with the proper areas in which you are entitled to park.

University Gate Entrances There are four entrances to the campus. Gates are closed from 6am-5pm Monday-Friday, entrance by ID Cards access only. .

1.

2.

3.

4.

Main entrance gate on Chase Road.

Entrance gate on Drake Ave (near Library) Entrance between Dawson Building and Agriculture. Research Building Entrance gate by Male dormitories

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Bulldog Transit System (BTS) Website: http://www.aamu.edu/administrativeoffices/business-and-finance/bts/Pages/default.aspx BTS shuttle buses will run continuously throughout the day during the fall and spring semesters. There will be limited service during the summer months. (See Schedules.)

No tickets, money, or reservations are needed. Students, faculty, and staff should park their cars in the color -coded parking lots, and can walk or ride the BTS to any point on campus. The buses run Monday though Friday.

The Bulldog Transit System is owned by Alabama A&M University Transportation Department and is overseen by the Office of the Vice President of Business and Finance.

Routes will be serviced as follows: Bulldog (Elmore Gym, West Campus, Quad): Continuous loop 7:30 a.m. - 6:00 p.m. Monday - Friday Drake (Foster , Ter r y, Quad): Departs every 15 minutes from Foster Complex.

Route Schedule 7:30 a.m. - 6:00 p.m. Monday - Thursday 7:30 a.m. - 4:00 p.m. Friday Council (Normal Hills): Departs every 20 minutes from Normal Hills.

Route Schedule 7:30 a.m. - 6:50 p.m. Monday - Thursday 7:30 a.m. - 5:50 p.m. Friday Paratransit: Continuous loop until 7:30 p.m.

7:30 a.m. - 10:30 p.m. Monday - Thursday 7:30 a.m. - 6:00 p.m. Friday *This bus will depart every hour from the Transfer Station (7:30 p.m. - 10:30 p.m.)

Auxiliary Routes will operate between 9:00 a.m. - 3:00 p.m. daily.

West Campus, Quad, Terry: 9:00 a.m.-3:00 p.m.

Foster, Quad, Parker: 9:30 a.m.-2:00 p.m. (Monday - Friday) From 6:00 p.m.-10:30 p.m. Monday-Thursday, BTS will decrease the operating fleet to two buses. There will be a maximum average wait time of 25 minutes. The two night buses will service the Council (Normal Hills), Drake, and Bulldog routes. Please note: The Normal Hills bus will provide additional service to the Bulldog route from 6:00 p.m. to 7:30 p.m. (Monday - Thursday). The Paratransit will continue to service the Campus and Normal Hills until 10:30 p.m. Monday - Thursday.

All buses will stop running at 6:00 p.m. on Friday.

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Commit To Be Fit Website: http://www.aamu.edu/information/wellnesscenter/Pages/default.aspx This incredible facility offers Alabama A&M students, employees, alumni and the Huntsville community the best opportunities for recreation and fitness in the area. With over 78,000 square feet, we offer something for everyone at affordable rates. Our friendly staff is committed to serving you better with the promise, "You will leave feeling better than when you arrived."

Visit today and take advantage of everything we have to offer!

Become A Member: Commit Memberships are available to all Alabama A&M employees, alumni, spouses, and community members. There are no contracts or joining fees. To become a member, please complete a membership application and submit it to our Member Services Desk for processing.

Membership application: http://www.aamu.edu/information/wellnesscenter/Documents/Membership_Application.pdf Alabama A&M students are members of the Wellness Center during semesters enrolled at the University.

Upon graduation, alumni are encouraged to purchase a membership to continue the use of the facility.

For more information on membership, please call us at (256) 372-7000, visit our Member Services Desk upon your arrival, or check out the helpful Membership Resource @ http://www.aamu.edu/information/ wellnesscenter/pages/become-a-member.aspx Facility Hours - Academic Year Monday - Friday 5:30am - 10pm Saturday 9am - 6pm Sunday 1pm - 7pm

Facility Hours - Summer Monday - Friday 5:30am - 8pm Saturday 9am - 6pm Sunday 1pm - 7pm

Pool Hours - Academic Year Monday - Friday 7am - 10am | 4pm - 9:30pm Saturday 9am - 5:30pm Sunday 1pm - 6.:30pm

Pool Hours - Summer Monday - Friday 8am-8pm Saturday 9am - 6pm Sunday 1pm - 7pm

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WHO HAS ANSWERS TO YOUR QUESTIONS ?

Department

Location

Director

Ext

Academic Advising

Councill Hall (2nd Floor)

Mindi Thompson

4289

Admissions

Patton Hall 111

Venita Clisby-King

5250

Alumni Affairs

Patton House (On Chase Road)

Sandra Stubbs

8351

Bookstore

Lee Student Center

Kandice Eubanks

8826

Cashier

Patton Hall 105

Child Development Center

Carver Complex B16

Johna Benson

8158

Comptroller

Patton Hall 105

Norman Jones

5205

Dining Services

Ernest Knight Center

Felicia Wilson

5715

Financial Aid

Patton Hall 211

Darryl Jackson

5400

Foster Cafeteria

Foster Complex

5702

Freshman Academy

Councill Hall (2nd Floor)

5750

Human Resources

449 Buchanan Way (Next Councill Federal Credit Union)

Cassandra Tarver-Ross

5835

Institutional Research, Planning and Assessment

Patton Hall 306

Dr. James Walke

8876

Knight Complex

Ernest Knight Center

Library

J.F. Drake Library

Payroll

Patton Hall 105

5216

Physical Facilities

Kendrick Building

5825

Property Management

Central Receiving

Talbert Cox

8361

Public Relations

Patton Hall 303

Jerome Saintjones

5654

Public Safety

A&M Police Department

Purchasing

Patton Hall 305

Jeffrey Robinson

5227

Registrar

Patton Hall 204

Brenda Kay Williams

5254

Tickets

West side of Louis Crews Stadium

Tourischeva Stubbs

4059

Title lll

Patton 215

Dr. Andrea Cunningham

5550

Transportation

Patton Hall 315

Marshall P. Chimwedzi

4733

TRIO Programs

Councill Hall (3rd Floor)

Pamela Thompson

4702

Tutorial Network

Councill Hall (2nd Floor)

Linda Skeete McClellan

5487

Wellness Center

Student Health &

5202

5997 Dr. Annie Payton

4747

5555

7000

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AAMU Executive Officers Division

Executive Officer

Location

Ext

President

Dr. Andrew Hugine, Jr.

Office of the President

5230

Special Assistant to the President for Strategic Planning and Initiatives

Dr. Malinda Wilson Gilmore

Office of the President

5230

Provost and Vice President of Academic Affairs and Research

Dr. Daniel Wims

Patton Building 108

5275

Mr. Clayton Gibson, CPA

Patton Building 200

5221

Mr. Archie Tucker

Patton Building 309

8344

Vice President Student Affairs

Dr. Gary Crosby

Patton Building 208

5233

General Counsel

Mrs. Angela Debro, J.D.

Patton Building 309

8889

Chief Information Officer

Dr. Kimberley Logan-Marshall

Patton Building 317

8350

Director of Athletics

Mr. Bryan Hicks

Elmore Building 10

4001

Vice President for Business and Finance Vice President Marketing Communication Advancement

AAMU Academic Affairs Divisions Division

Associate VP

Location

Ext

Undergraduate

Dr. Pamela Arrington

Patton Hall 108

5275

Graduate

Dr. Derreck Dunn

Patton Building 301

5277

Colleges

Dean

Location

Ext

College of Agricultural, Life and Natural Sciences

Dr. Lloyd Walker

Dawson Building 300A

8138

College of Business and Public Affairs

Dr. Del Smith

New School of Business 309 A

5092

College of Education, Humanities, and Behavioral Sciences

Dr. Lena Walton

Carver Complex North 117

5500

College of Engineering, Technology & Physical Sciences

Dr. Chance Glenn

Arthur J. Bond Hall 226

5560

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College

Department

Chair

Location

Ext

Biological & Environmental Sciences

Dr. Anthony Overton

Carver Complex – Thomas Wing, room 200

4219

Military Sciences

Lieutenant Colonel Taurus Smith

ROTC Building

4021

Community & Regional Planning

Dr. Berneece Herbert

Dawson Bldg 308C

4988

Food & Animal Sciences

Dr. Martha Verghese

Carver Complex 124

4175

Family & Consumer Sciences

Dr. Cynthia Smith

Carver Complex – Hobson Wing, room 104

4172

Management, Marketing & Logistics

Dr. Larry McDaniel

New School of Business 316 A

4812

Business and

Accounting & Finance

Dr. Mohammad Robbani

New School of Business 215

5095

Public Affairs

Social Sciences ( Criminal Justice, Sociology, & Political Sciences)

Dr. Craig Patton

Drake Hall 8

5349

Bibb Graves

8356

College of Agricultural, Life and Natural

Sciences

College of

College of Education, Humanities, and Behavioral Sciences

College of Engineering, Technology & Physical Sciences

Social Work, Psychology & Counseling Visual, Performing & Communication Arts Teacher Education & Leadership English & Foreign Languages

Dr. Tonya PerryMitchell Dr. Horace Carney

Morrison Building 109

5512

Dr. Derrick Davis

Carver Complex North 222C

5520

McCormick Building

5383

Dr. Paula Barnes

Health Sciences, Human Performance, & Communicative Disorders

Dr. Rodney Whittle

Elmore Building 29

5375

Physics, Chemistry, & Math

Dr. Mohan Aggarwal

Chambers Hall 144

8132

Systems & Materiel Engineering

Dr. Michael Ayokanmbi

Engineering Building 4312 319

Mechanical and Civil Engineering and Construction Management

Dr. Mohamed Seif

Engineering Building 5011 314

Electrical Engineering & Computer Science

Dr. Kaveh Heidary

Engineering Building 5587 212

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New Faculty Links to Resources Faculty Handbook  http://www.aamu.edu/administrativeoffices/hrservices/Documents/AAMU%20Faculty%20Ha ndbook%20-Master%20as%20of%20December%201,%202015.pdf Academic Policies and Procedures  http://www.aamu.edu/administrativeoffices/academicaffairs/Documents/Manuals/Acad%20Pol %20Proc%20Manual%202016%20Sep.pdf University Policies and Procedure  http://www.aamu.edu/administrativeoffices/hrservices/pages/policies%20and%20procedur es.aspx Vehicle Registration  http://www2.aamu.edu/vehicleRegistration/registrationForm.aspx Payroll Deduction Authorization  http://www.aamu.edu/administrativeoffices/business-andfinance/comptroller/Documents/PAY%20-%20FORM%20-%20Deduction%20Authorization.pdf Academic Calendar  http://calendar.aamu.edu/EventList.aspx Graduate Catalog 2016-20167  http://www.aamu.edu/administrativeoffices/academicaffairs/Documents/Catalogs/Catalog_2016 -2017.pdf

Undergraduate Catalog 2017-2018  http://www.aamu.edu/administrativeoffices/academicaffairs/Documents/Bulletins/Bulletin_2017 -2018.pdf Request for Faculty Development (Title III)  http://www.aamu.edu/administrativeoffices/titleIII/Documents/FacultyStaffProfessionalDevelop mentGuidelines2011.pdf

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Frequently Asked Questions (FAQ) How do I open and exit Banner Self-Service?

Use your AAMU user ID and password to login into Banner Self Service To Enter Banner Self-Service, for now visit the myAAMU page or click the link "Access to Banner" on the left to enter.

To Exit: ALWAYS use the Logout icon to exit Banner Self-Service. Closing the window does not close your session. You may receive error messages if you try to log on again. More important, your information is still accessible if you do not properly log out.

What do I do if I can't remember by Banner Self-Service (Banner SSB) password?

You can retrieve your Banner SSB ID and PIN by accessing Get My PIN and ID under Access Banner online.

I tried to retrieve my Banner SSB ID and PIN from the Get My PIN and ID link, and it did work. What do I do?

Students: follow the directions given on the screen. It will tell you what office to visit to resolve the problem.

Employees: if you entered all information correctly and still cannot retrieve your Banner SSB ID and PIN, please call the ITS help desk at Ext. 4357.

How do I log into Blackboard?

Go to http://blackboard9vm.aamu.edu Log into Blackboard using your Banner User ID (username) and pin number (password).

Can I add another student email address in Blackboard?

The student bulldogs.aamu.edu email address is the only email address used in Blackboard.

How do I add content to Blackboard 9?

In Blackboard Learn, click the icon in the upper right to turn 'edit mode' from off to on. Then you can add or edit content.

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Where is 'Course Documents'?

In Blackboard Learn, Course Documents has been replaced with 'Content', an effort to reflect the varied nature of the files and content you post there.

Where is the digital dropbox?

In Blackboard Learn, the digital dropbox has been removed in favor of 'Assignments'. If an instructor creates an electronic assignment in Blackboard, the student can submit in Blackboard their work through the assignment window.

Whom can I contact to arrange additional Blackboard training?

You may wish to see the handouts and video tutorials posted on the Blackboard Learn page. Or you can contact Connie Mack, connie.mack@aamu.edu if you have additional questions or would like to set up a training session.

Where can I find Faculty Handbook ?

Access Administrative Office link on the AAMU web page, then click Humans Resources, Handbooks.

How do I acquire sick leave?

All full-time employees accrue one leave day (8 hours) for each month worked. Earned sick leave may be carried over from year to year until the maximum of 960 hours is reached.

Faculty use & understanding of requisitions For more information please contact Jeffrey Robinson ext. 8211, Vindetta Medlock ext. 8213 Purchasing Department located Patton Hall 105, and or Fran Crowe ext. 4892, Comptroller Office located Patton Hall 305.

Faculty use & understanding of the budgeting process The budgeting process is participatory and responsibilities for developing budgets and assuring that these reflect the directions identified from the planning and assessment processes.

For more information on Restricted Budget Accounts (2 and 6 accounts) please contact Darcia Fullet.

For more information on Unrestricted Budget Accounts (1accounts) please contact Anice Love, Accounting Manager, located in Patton Hall room 105, ext. 4878.

The budgeting cycle, as is the case with both the planning and the assessment cycle, follows the fiscal year starting October 1 and ending September 30 the next year.

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CETL Contact Information Department

Name

Phone

Email

CETL

Pamela Arrington, Ph. D. (256) 372-8231 Pamela.arrington@aamu.edu Director

CETL: Faculty & Staff Professional Development

Sophya Johnson, M.S. Assistant to Director

CDEeL: Center for Distance Education & e-Learning

Rhonda Moore-Jackson, (256) 372-8673 Rhonda.jackson@aamu.edu Ed. D. Director

CES: Extended Studies (Adult & Continuing Education)

Kris Reed, M.S. Coordinator

(256) 372-8783 Sophya.johnson@aamu.edu

(256) 372-4771 Kris.reed@aamu.edu

Locations: CETL Conference Room Learning Resource Center (LRC) Room 309 Phone:256.372.8780 Fax: 256.372.8782

Center for Distance Education and Extended Studies Bib Graves Room 300 odees@aamu.edu Phone: (256)372-5753 Fax: (256) 372-5971

Office Hours Academic Year: Monday-Friday 8:00 a.m. - 5:00 p.m.

Summer: Monday-Thursday 7:00am-6:00pm

Accreditation and Affiliations Alabama A&M University is accredited by the Southern Association of Colleges and Schools.

The teacher education programs are accredited by the National Council for the Accreditation of Teacher Education. All teacher education programs are approved by the Alabama State Department of Education.

(continued)

CETL

4. Teach with a variety of strategies.

Study the literature and learn about approaches such as learner-centered teaching, guided inquiry, active learning, lecture, group work, and online discussion. Use what works best given your content and your students’ learning needs.

The best advice is to be visual, followed by keeping students actively thinking, writing, comparing, and applying new knowledge. Students learn more easily when they’ve been given the rationale for what they are learning, and when they understand why the teacher has chosen certain instructional methods and learning activities.

5. Use assessment to inform students of their achievement.

Today’s students are used to checking their grades online so they know where they stand at any given time in the semester. Grading policies need to be clear and grading scales easy to use. Share your grading policy in writing on the syllabus and then show exactly how it works after the first big exam, paper, or assignment. Remind students that assessment is more than the assigning of a grade. Assessment helps them to understand their achievement and helps teachers meet their needs.

6. Keep the passion.

It is very easy to become disheartened by student complaints, lack of administrative support, budget cuts, and job insecurity. However, what is it that drew you to your discipline originally? For most of us, it was a true passion for the subject, a desire to learn all about it, and a further desire to then share that knowledge. In higher education, we have opportunities to learn, research, teach, and shape the future of our disciplines and influence the larger world through our disciplines. Successful college teachers recognize that many of today’s college students have learning needs. Taking actions like these helps them to meet those challenges successfully.

Centers for Excellence in Teaching and Learning Learning Resources Center (LRC) 3rd Floor Room 309 4900 Meridian Street Normal, Alabama 35762 Phone 256.372.8780 Facebook Page: http://www.facebook.com/CETLAAMU

Faculty and Staff Conference

Faculty Handout: August 2018

Teaching Strategies

Six Ways to Promote a Positive Learning

3.

By: Deborah Miller Fox.: Faculty Focus; January 22, 2018 https://www.facultyfocus.com/articles/effective-classroommanagement/six-ways-promote-positive-learningenvironment/ My daily challenge is to extend hospitality, to engage students with discussion and assignments that are rigorous and stimulating, and to foster an environment that disarms rather than intensifies students’ skepticism and resistance. These are a few of the things I’m doing to bring out the best, and perhaps diffuse the worst, in my first-year students: 1.

4.

Regularly invite them to adopt a posture of humility and gratitude at the beginning of the class session. This posture makes all of us teachable because it acknowledges our limitations and our indebtedness to others. If an attitude of entitlement cripples many young adults, then gratitude, not derision, may be the most powerful antidote.

2.

Include a commitment to classroom citizenship behavior in the mission statements that we share with one another

5.

at the beginning of the semester. For at least 10 year s, I have used the opening class session to articulate my personal mission as a professor of English. This mission statement explains why I teach writing, why I choose to teach writing at this particular institution, and how my work as a writer and professor is an expression of my faith and my core values. This mission statement also includes a very specific, concrete list of behaviors that I invite the students (and expect myself) to practice daily in our classroom interactions. This list includes things like addressing one another

by our preferred names, dressing in ways that are appropriate to the classroom context, admitting our mistakes quickly without shaming or blaming, and making eye contact when we speak to one another. . Asking new students to create their own mission statement as a writing assignment is an excellent way to let them claim the citizenship behaviors that promote rather than obstruct learning.

6.

Invite students to participate regularly in a “word of the day” exercise. This exercise asks students to identify a word that is meaningful to them at that particular moment, to write this word in the center of a page in a mini writing tablet, and then to write two reflective statements. Above the word, students try to identify what preoccupation, condition, or circumstance prompted them to think of this word. Below the word, they write a forward-looking sentence that answers the question, “Where will I go from here?” I believe this exercise might help them to connect the inner life of their mind and spirit with the outer world they inhabit every day.

Confront disruptive behavior directly and compassionately. Whenever possible, I addr ess disruptive behaviors that occur in class with the students privately after dismissing the other students. I simply describe what actions I find disruptive, ask if they understand why this has a negative effect on me, themselves, or their peers, and then tell them not to repeat that behavior in the future. Most students respond positively to these short conversations. But if the disruption becomes a persistent behavior, or if it is clearly derailing our work, then I confront it directly and unemotionally when it occurs.

This tells students that they are not in charge of the class session; I am. And it shows other students that I will take action both to protect their opportunity to learn and to honor my responsibility to thwart classroom disruptions. This might mean giving a disruptive student a choice: comply with my request for a change in your behavior or leave the classroom.

Ask students to do things that are hard and scary, but set them up to succeed. Some of the assignments that I give to students in a composition or first-year experience course are tedious, complicated, and difficult. I acknowledge this fact openly, and then tell them that I believe they are each capable of completing the assignment successfully. Some of our students come into class with a track of lies playing in their heads: you can’t do this; you’re going to fail; she will see how stupid you really are. I know those statements are lies, but the students don’t. The antidote for their fear is to give them a quick succession of smaller, achievable assignments, so I break most difficult assignments into smaller tasks, provide frequent opportunities for collaboration with peers, and offer feedback that includes a clear identification of what they’ve done right as well as what they’ve done wrong.

Acknowledge my own mistakes immediately and publicly. After a particularly difficult struggle with my youngest child, a 17-year-old high school senior, I realized an important truth: I have made many mistakes in my parenting, but that does not mean I am a bad mother. This truth applies to my relationship with my students as well. I have learned to tell them during the first week of the semester, “I am a really good teacher, but I will make mistakes. If you see one, bring it to my attention so that I can correct my errors the way I’m asking you to correct the errors you make when you are drafting an essay.”

Six Things That Make College Teachers Successful By: Mary Clement EdD. July 9, 2018 https://www.facultyfocus.com/articles/faculty-development/six-thingsmake-college-teachers-successful/

We know the best educators are those who embrace the “lifelong learning” mindset. It is why you spend so much time gathering, evaluating, and honing new teaching strategies and techniques.

1.

Study the knowledge base of teaching and learning.

You have chosen to teach in higher education because you are a subjectmatter specialist with a tremendous knowledge of your discipline. As you enter or continue your career, there is another field of knowledge you need to know: teaching and learning. What we know about teaching and learning continues to grow dramatically. It includes developing effective instructional strategies, reaching today’s students, and teaching with technology. Where is this knowledge base? Books, articles in pedagogical periodicals, newsletters, conferences, and online resources provide ample help. Take advantage of your institution’s center for teaching and learning or other professional development resources.

2. Accept all who enter the classroom door.

Much has been written about underprepared students who enter college.

Since more students attend college now than ever before, it is only rational that some are not as prepared as we might expect. Institutions are dealing with this issue, but instructors must do some rethinking about how they teach, in order to meet the needs of all learners in their classrooms. Ungraded pretests and interest inventories can be used to see what your students already know about the content you will be teaching next. Students in all classes need help learning how to learn the material. You may not have imagined that you would be teaching how to learn vocabulary in your college courses, but that may be just what your students need. Above all, students should not be berated if they don’t know things that weren’t taught in high school. Accept students where they are and help them to go forward. They need a college education!

3. Plan for instructional management.

For decades, college instructors never thought of classroom management as something they had to plan, but times have changed and today’s college students need to know what’s happening. Posting a visual outline of what will be done during the class helps students follow the lesson and stay on task. Various aspects of teaching, such as distributing papers, taking attendance, and making time for students to ask questions, need to be part of course planning. Put policies in the syllabus about attendance, disturbances, cell phones, etc., and then review those policies with students. You set the tone of the class, and management procedures are needed.

(continued) 

Give specific feedback to students on what they did well and offer suggestions on how to improve. It is important that you always begin with a positive comment, and then introduce 2-3 specific ways to improve, and then end with a positive comment. Do not overwhelm learners with too many corrections. Instead focus on 2-3 areas that are attainable by the next assignment.



Post weekly announcements, r eminder s, and tips for assignments or discussion postings. It is a good practice in these announcements to introduce the new week, call attention to anything that is due during the current week, and then provide a section on what learners can expect in future weeks. This is also a good time to remind students of timelines for major assignments, exams/quizzes, or special projects that are due in the course.



Provide lear ner s with additional r esour ces and links to assist them with their work. Research has documented that students report a strong positive connectedness and improved academic success with instructors that provide external resources/links to help them in the classroom (Brown & Starrett, 2017).



Finally, design a Fr equently Asked Questions (FAQ) page that answers many of the common questions students have about a course. The FAQ page serves as a valuable tool that helps students quickly find the information they need, when they need it; resulting in more independent learners and fewer repetitive questions for you. It also reduces their stress levels because it outlines where to find key resources, such as writing tutors, technology support, and assistance with accommodations.



By being proactive as instructors we can take some of the stress out of the online learning environment while making the experience both rewarding and successful.

CETL Centers for Excellence in Teaching and Learning Learning Resources Center (LRC) 3rd Floor Room 309 4900 Meridian Street Normal, Alabama 35762 Phone 256.372.8780 Facebook Page: http://www.facebook.com/CETLAAMU

August 2018

Faculty and Staff Conference

ONLINE INSTRUCTIONS

10 Tips for Creating Effective Instructional Videos

6.

By: Michael Smedshammer. Phd.: Faculty Focus; March 31, 2017 https://www.facultyfocus.com/articles/teaching-with-technologyarticles/10-tips-creating-effective-instructional-videos/

1.

2.

3.

4.

5.

Forget the headset. If your computer doesn’t have a built-in camera and microphone, buy a webcam that does both. Webcam sound quality is almost as good as a headset’s, and it lets you be “you” without the Mickey Mouse ears.

Keep it short. Students have been raised on YouTube.

Try to keep your videos brief. Few students will sit through videos where the instructor drones on and on. If you have a lot to say (and sometimes we do!), chunk up the message. Make a video mini-series with 5-10 minute chapters.

Prepare well and then wing it. Some people like to start out with a script, but this can feel artificial. Sometimes a brief outline taped next to your webcam is all you need to stay on track without sounding like you’re reading from your notes. However, if the video is only five minutes or so, you might just re-record until you get it right—not necessarily “perfect.”

Position the camera above your eyes, so you look slightly up at it. Avoid looking down at the camera.

Your audience does not want to look up your nose. If you’re using a laptop, put a stack of books under it so you raise the camera. Position your head to appear at the top third of the screen so the recording includes your face and most of your torso.

Location, location, location. Your work or home office are usually safe choices as a background for the recording. Outdoors can be a nice change. Try putting your back to a neutral wall with the light source in front.

Avoid sitting in front of a window, as the glare will make you appear as if you’re in a witness protection program.

And this should be obvious but it needs to be said: don’t record with your bed, pajamas, laundry, or bathroom in the background.

Move it out. Don’t always shoot your videos from the same spot. Your audience will tire of seeing the same background. Start with your office, but also consider a quiet place on the campus quad or maybe your kitchen or backyard. Keep the backgrounds neutral but varied. Your audience will appreciate it.

7.

Look right at the camera lens. Looking anywhere else looks weird. Your audience will think you have an avoidance problem.

8.

Cover your screen. Once you get everything ready, consider taping a piece of paper over your computer screen so you’re not distracted by seeing yourself while you record. Remember, you do not need to be perfect! Try not to be overly critical of yourself.

9.

Say “cheese.” Smiling helps everything. Whether you’re recording a webcast of your face or just your voice, smiling makes you look and sound better.

Strategies for Creating a Successful Online Classroom Jill Aldred PhD, & Candance Adams, EdD: Faculty Focus; April 6, 2018 https://www.facultyfocus.com/articles/online-education/ strategies-for-creating-a-successful-online-classroom/

Ideas for best practices : 

Start early by r eaching out to your lear ner s. One way to do this is to send an email that provides a PowerPoint, Jing, or YouTube video that highlights some of your experiences and accomplishments. Do not forget to include personal interests. Students like to know their instructors are real people who have shared many of the same sorts of experiences that they have.



Provide your students with infor mation on how to get started in the classroom (Briggs, 2015). Try creating a PowerPoint or other media presentation highlighting the class requirements (i.e. assignments and discussions). Keep the presentation short and succinct. Point out any nuances to the requirements, such as specifics in a discussion or assignment that many students neglect or the use of outside references in their writing. Then, schedule a telephone conference to discuss the major assignments or requirements of the course. This provides learners with the opportunity to ask questions on all aspects of the course.



Create templates or outlines to help guide lear ners and clarify the expectations. Learners may have been out of the learning environment for a time or be unfamiliar with style guides or with how to write an effective paper. Many students struggle with APA or MLA. By providing templates that adhere to the requirements of the course you also provide learners with examples of the university required writing style (ie. APA) thus lowering the stress of learning both the writing style as well as the assignment requirements.

10. Avoid over doing it. The wacky music, goofy fade-ins, and spinning transitions that come with some video editing software can make homevideos look corny. Leave most of those tools for the professionals (who don’t really use them either).

10. Learn to say no

CETL

Politely refuse to accept additional tasks if you think that you’re already overloaded with work. Take a look at your ‘To Do’ list before agreeing to take on extra work.

5 Strategies to Improve Communication in the Workplace By: Rachel Miller https://www.sandler.com/blog/5-strategies-improvecommunication-workplace 1.

2.

3.

Give Your Undivided Attention. Whether you're in a group meeting or with one employee, offering your full focus to those you're with will greatly improve how you're received.

Lack of focus devalues the conversation causing people to tune out. Maintain eye contact during conversations and meetings, and put all other things aside to visually convey your focus and encourage each individual to stay present Take Time to Listen. Don't monopolize the conversation.

After a while, people will start tuning you out and your message will be lost. Be frugal with your words, avoiding fluff and fillers. Pause after important points to take questions or check for understanding. This will help your staff members feel that they play an active role in the conversation.

Be Mindful of How You're Communicating. Your words are only a fraction of the message you relay to staff members. Body language and tonality contribute heavily toward the effectiveness with which your communication is received.

Maintain a relaxed stance and facial expression while speaking with employees. Rest your arms by your sides rather than crossing them over your chest as this is a defensive posture.

Make eye contact, smile when it's appropriate and nod your head affirmatively while listening.

4.

Follow Up in Writing. No matter how compelling your meeting was, it's probable that those in attendance will not remember everything that was shared. Prior to the meeting, designate a person to take notes. Assimilate this information into a bullet-pointed email to send to your team as a follow-up and refresher. Short, concise notes will keep important information fresh in people's minds.

5.

Inform and Inspire. Communication is a form of information exchange. Explaining and clarifying your thoughts and ideas is important in a leadership role. But passing on information to your team is only half of the equation. As a leader, it's vital to your business that your communication efforts inspire your team as much as they educate them. Plan ahead for meetings and conversations so you can effectively mix information and inspiration.

Centers for Excellence in Teaching and Learning Learning Resources Center (LRC) 3rd Floor Room 309 4900 Meridian Street Normal, Alabama 35762 Phone 256.372.8780 Facebook Page: http://www.facebook.com/CETLAAMU

Faculty and Staff Conference

August 2018

Staff Handout

5 Ways to Build Killer Relationships With Customers By: Mike Kappel January 13, 2017 https://www.entrepreneur.com/article/282364 To create customer relationships, and keep them strong, you must do all you can to engage customers. Here are five ways to build customer relationships and keep them coming back.

5. Show appreciation.

3. Schedule tasks

Reward long-time customers with a loyalty discount program.

You can hand out reward cards, or use a loyalty program app to track customer rewards. With a loyalty program, customers earn points for buying your goods or services. After earning a certain number of points, the customer gets a reward. For example, you could reward a customer with a discount on their next purchase.

Carry a planner or notebook with you and list all the tasks that come to your mind. Make a simple ‘To Do’ list before the start of the day, prioritize the tasks and focus on the essentials.

Make sure that these tasks are attainable too.

Procrastination is one of the things that badly affect productivity. It can result in wasting essential time and energy. It could be a major problem in both your career and your personal life.

As a key to any good relationship, communication is an essential way to build customer relationships. Promoting your business and listening to your customers are equally important. Rather than just telling customers about your business, have conversations with them. Find out what your customers need, then show them that you have a solution to their problem.

6. Avoid stress Stress often occurs when we accept more work than our ability. The result is that our body starts feeling tired which can affect our productivity.

2. Exceed expectations.

3. Ask for feedback.

When you have a task at hand, set a realistic deadline and stick to it. Try to set a deadline few days before the task so that you can complete all those tasks that may get in the way. Challenge yourself and meet the deadline; reward yourself for meeting a difficult challenge.

5. Avoid procrastination

1. Communicate.

Your customers expect great products or services from you.

You should continue to raise the bar on what your company offers. To put it simply, under promise, and over deliver.

When you impress customers, they keep coming back.

4. Set up deadlines

10 Practical Ways to Improve Your Time Management Skills By: Rinkesh Kukreja June 29th, 2016 https://www.lifehack.org/articles/productivity/10-ways-improveyour-time-management-skills.html

7. Avoid multitasking

Most of us feel that multitasking is an efficient way of getting things done but the truth is that we do better when we focus and concentrate on one thing. Multitasking hampers productivity and should be avoided to improve time management skills. Make use of to-do lists and deadlines to help you stay focus! This way you can do better at what you’re doing.

Whether customers have a good or bad opinion about your business, they will make their feelings known. Invite customer feedback to show you are listening. Place comment cards on your business counter, or conduct a survey. Customer feedback helps you hone your customers’ specific needs so you can find the best solutions to their problems.

The better your offering meets their needs, the more your business will grow.

1. Delegate tasks

It is common for all of us to take more tasks than our desired potential. This can often result in stress and burnout. Delegation is not running away from your responsibilities but is an important function of management.

Most of the successful men and women have one thing in common — they start their day early as it gives them time to sit, think and plan their day. Here’s the reason why productive people always wake up early. When you get up early, you are more calm, creative and clear-headed. As the day progresses, your energy levels starts going down which affects your productivity and you may not perform as well.

4. Connect.

2. Prioritize work

9. Take regular breaks

With technology, there are more ways to begin conversations with your customers than ever before. There are many online tools and social media outlets you can use to reach customers. When you engage with customers online, be careful not to create a one-way conversation. Ask customers questions, and respond to their inquiries.

Before the start of the day, make a list of tasks that need your immediate attention. Unimportant tasks can consume much of your precious time. Some tasks need to be completed on that day only while other unimportant tasks could be carried forward to next day.

Whenever you find yourself for 10-15 minutes, take a break.

Too much stress can take a toll on your body and affect your productivity. Even better, schedule your break times. It helps you to relax and gets back to work with energy again later.

8. Start early