CETLConversations August 14, 2018
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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:
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Dr. Pamela G. Arrington
FFLC Summary Report : Written by Dr. Pamela G. Arrington Staff Summary Report :
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Written by Mrs. Sophya Johnson Photos from CETL Event Information on the Center for Distance Education / e-Learning & Center for Extended Studies
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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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Cont. 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
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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.
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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!
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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