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Teaching Awards $$$
The awards are given to recognize faculty who have distinguished themselves as outstanding teachers for at least five years and have a minimum of two years’ record of accomplishment of promoting instructional improvements for the programs/departments. Each CSU institution may nominate a campus-based awardee and a system-wide awardee will be chosen from this group.
Research Awards $$$
The awards are given to recognize faculty from the state universities who are doing exceptional research/creative work. Each CSU institution may nominate a campus-based awardee and a system-wide awardee will be chosen from this group.
Adjunct Faculty Teaching Awards $$$
The awards are given to recognize part-time faculty who have distinguished themselves as outstanding teachers with a record of accomplishment of increasing student learning and promoting instructional improvements for the programs/departments. Two applicants might be selected to receive system-wide awards.
The deadline for submission of nominations November 27, 2020.
More information can be found at http://www.ct.edu/faculty/awards.
See here for more information
November 13th, 2020
Title: Active Student Responding to Increase Student Engagement in Online University Course
Author: Stephanie A.C. Kuhn, Department of Education and Educational Psychology, Western Connecticut State University
Abstract: Data suggest that just over one third of students in post-secondary education settings enrolled in at least one online course (IPEDS, Spring 2018). In an unprecedented situation in the spring 2020 all universities were forced to quickly move courses online after the onset of the Covid-19 pandemic. It is unclear how this will influence student enrollment in online courses in the future. Regardless, there is a role for online learning in post-secondary education settings. There are challenges that come with online teaching, one of the primary ones being student engagement. Research has shown that promoting active student responding in course activities increases engagement. This presentation will detail the use of specific methods and technology to incorporate active student responding in online courses. Preliminary data on the effects of an active student responding components in a graduate level program will be presented and discussed.
To register and for more info, visit the Online Teaching of Psychology Conference page
Title: Online Behavioral Instruction: An Introduction
Author: James W. Diller, Department of Psychological Science, Eastern Connecticut State University
Abstract: Within the context of higher education, behavior analysts have made substantial contributions to the development of effective instructional techniques. These techniques typically involve frequent opportunities for active responding, individualized feedback, breaking material into small units, and the management of consequences to promote learning. Although many of these strategies were developed prior to the advent of online education, they can be applied in this environment. This presentation will describe behavior-analytic instructional techniques including interteaching and personalized systems of instruction, with a focus on how to carry out these techniques in an online instructional setting. Best practices, derived from the existing research literature, will be described.
Viewers of this presentation should be able to:
1. Define behavioral instruction.
2. Explain the research support for behavioral instruction techniques.
3. Describe how to use behavioral instruction techniques to promote online learning.
Title: Fostering Community and Rapport in the Online Classroom
Panelists: Drs. Neeta Connally (WCSU: upper left), Kaston Anderson-Carpenter (MSU: upper right), Nicole DeRonck (WCSU: bottom left), and Sharon Young (WCSU: bottom right)
Abstract: The link between student success and sense of community in online courses is well established in the scholarship of teaching and learning. Students who feel connected to the instructor, one another and the course content are more likely persist and succeed in online learning. How can we design our courses so that a learning community flourishes and how do we sustain and promote it once the class has started? What are the factors that impact community – from social factors, to expectation settings, to class climate? Panelists will explore the dimensions of online course community, share their techniques and discuss lessons learned.
Moderator: Aura Lippincott (WCSU)
Keynote Speaker: Afternoon
Title: Creativity in the Classroom: What It Is and How to Make it Happen
Author: Joseph Dracobly, Department of Behavior Analysis, University of North Texas
Abstract: In any course, there is core material students must learn to be successful. However, more and more, students and administrators are seeking educational opportunities that are immediately relevant outside the classroom. This can be a tall task, particularly in online courses in which interactions may not occur in real time. Additionally, as every teacher knows, however, the world can be a complex, messy place. With the limited time we have with students, it can be difficult to balance the acquisition of new skills with the application and synthesis of those skills. Fortunately, there is an emerging solution to this problem based on the promotion of variation in learning. In this talk, I will focus on three areas. First, I will discuss some of the research on how we can promote variability of responding across a variety of areas to promote the creativity of our students. Second, I will discuss how, and why, infusing variable responding across the curriculum creates a skill-set that is adaptable to an ever-changing world. Finally, I will provide some practical strategies for how you can be creative in making your material, instruction, and class activities facilitate the variability and creativity of your students.
To register and for more info, visit the Online Teaching of Psychology Conference page
Keynote Speaker: Morning
Title: Supporting Meaningful Student Outcomes in the Online Environment
Author: Christy Alligood, Department of Psychology, University of Florida
Abstract: Classroom instruction in psychology presents many opportunities for teaching and assessing skills such as analysis and application. While the online teaching environment presents some challenges in translating these practices, creative applications of behavioral teaching strategies can facilitate skill development without face-to-face interaction. This presentation will focus on operationalizing outcomes at multiple levels beyond multiple-choice assessment performance using a behavioral version of Bloom’s taxonomy as a guide, and describe examples of instructional practices that can be used to facilitate these outcomes in both small- and large-enrollment asynchronous online courses.
1. Give operational definitions of at least two levels of learning outcomes beyond remembering from Bloom’s taxonomy.
2. Describe how interteaching can be applied in an asynchronous online course.
3. Describe two benefits of student-led inquiry in an online course.
To register and for more info:
Date & Time: November 13, 2020, 8am-5pm, Eastern
Cost: FREE full-day ONLINE conference attendance
CEU: FREE continuing education units from University of Saint Joseph (a BCBA approved provider of Type II CEUs)
Registration link: https://wcsutickets.regfox.com/first-annual-online-teaching-of-psychology-conference
Registration Deadline: November 11, 2020 at 11:59 p.m.
The conference will highlight the role of behavior analysis in higher education with an emphasis in best practices for online instruction.
The conference has a great line-up of passionate professors: Drs. Christy Alligood (Morning Keynote: UF), James Diller (ECSU), Stephanie Kuhn (WCSU), Joseph Dracobly (Afternoon Keynote: UNT), Maya Aloni (WCSU), Meghan Brahm (SCSU), and Charlotte Mann (USJ). Don’t miss out on an exciting panel discussion moderated by Aura Lippincott (WCSU) with Drs. Neeta Connally (WCSU), Kaston Anderson-Carpenter (MSU), Sharon Young (WCSU), and Nicole DeRonck (WCSU), who will share best practices for fostering community and rapport in online environments. More info about our speakers and topics.
CELT Coffee Hour 9/2/2020 10:30am -11:30am
Dear Faculty, please join CELT for an informal conversation among peers about teaching. Share and discuss with colleagues your Fall 2020 first week’s experiences, challenges, success stories, moments of joy or disappointment, and useful tips. Faculty at all ranks, tracks and disciplines are invited to join the conversation. Bring your late morning cup of joe and meet a supportive community of human, passionate, and compassionate educators. Hosted by Brosh Teucher
Meeting link (requires WCSU login)
Faculty Training Sessions – Fall 2020
Sign up here (requires WCSU login)
Please note that session meeting links will be emailed to you prior to the session dates. Please choose the option at the end of the survey to receive a copy of your workshop sign ups.
Blackboard Basics: Learn the basics of building your course in Blackboard
– Thursday, August 20, 9am-11am
Blackboard Collaborate Ultra: learn about synchronous online meeting using Blackboard’s integrated meeting tool.
– Thursday, August 20, 1pm-2:30pm
Blackboard Tests: learn how to create online quizzes and tests in Blackboard
– Thursday, September 10, 12pm-1pm
– Tuesday, September 15, 2pm-3pm
Blackboard Grade Center: learn how to set up and navigate your course gradebook
– Wednesday, September 23, 12pm-1pm
– Thursday, October 1, 9am-10am