Primarily Education-Focused Sessions and Resources

20 Minute Monday Morning Mentor (Week of November 30th)

Date: Available November 30th – December 6th
Session Title: In Blended Courses, What Should Students Do Online?
Presenter: Ike Shibley, Ph.D. (Associate Professor – Penn State Berks); Timothy Wilson, Ph.D. (Associate Professor – The University of Western Ontario)

Overview:

A 2009 meta-analysis of Department of Education data found that blended courses, mixing online learning and classroom instruction, resulted in better student performance than either delivery format independently. For university instructors interested in exploring blended learning, deciding which course elements to teach face-to-face and which to address through online technology can be a major stumbling block.
Learn a framework for making those essential educational judgment calls from Tim Wilson, Ph.D., associate professor at The University of Western Ontario, and Ike Shibley, Ph.D., associate professor of chemistry at Penn State Berks.

Learning Outcomes

This fast and focused professional development session will help you make the most of the opportunities presented by blended learning.  Drawing from Bloom’s Taxonomy of Learning, the presenters recommend:
•    Using online technology for the lowest-level learning, before class
•    Emphasizing student engagement during face-to-face teaching, building on the facts and focusing on mid-level learning skills (application and analysis)
•    Pursuing your highest-level learning objectives through online activities, after class.

After following their step-by-step approach, you’ll be able to:

•    Determine which of your lower-level cognitive tasks should be completed before class
•    Describe activities suitable for drawing students into mid-level learning during face-to-face instruction
•    Identify after-class online activities exercising the highest levels of cognitive function

View this Magna 20-Minute Mentor program in order to be confident that your selection of which materials to present online and which to present in the classroom will provide the best learning experience for your students.

The session link and login information to the November 30th 20 Minute Monday Morning Mentor is available in the announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

National Distance Learning Week Session – Virtual Presence: Inspire and Engage in the Virtual Classroom and Beyond

Date: Session was held November 11, 2015 

Archive Now Available – To view the recording from this session go to https://sas.elluminate.com/site/external/jwsdetect/nativeplayback.jnlp?sid=vclass&psid=2015-11-11.1019.D.308112D489929081EC574F1603EF5C.vcr

UTHSC celebrated National Distance Learning Week (NDLW)by hosting a campus viewing of a live webinar provided by the United States Distance Learning Association (USDLA) on November 11th. 

Overview of November 11th Session:

In the virtual medium, great content can easily be sabotaged by a presenter’s low energy, irritating vocal qualities or general inability to engage and excite their audience. Whether presenting online to hundreds via webinar, facilitating a small virtual classroom workshop, or phone conferencing with team members and direct reports, the most effective training leaders and facilitators harness their virtual presence to authentically connect with the hearts and minds of others for maximum impact. 

To view archived recordings from all NDLW sessions please go to: https://www.usdla.org/events/ndlw/

Who Am I When I Teach? Understanding Teaching Persona

Date: Session was held November 3, 2015 

Archive Now Available for 30 Days After the Live Presentation Date – Links to the recording and handouts are available in the Announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

Overview:

The learning environment we seek to spark begins with who we are when we teach. Our teaching persona can ignite or impede our engagement at the same time it can ignite or impede students’ engagement as they pursue new ideas.

The teaching persona we bring to our work can set a tone for a productive dynamic, lead us to communicate with clarity, and invite a joy for learning. Too often educators are told, “be natural, be yourself,” without being given any real guidance as to how to develop an authentic teaching identity that can serve to embolden our teaching and spark student commitment to learning.

Through case studies, questions for self-reflection, options for follow-up activities, and resources for continuing understanding and application, this online seminar will provide you with the tools to gain insights into your teaching persona’s role as a catalyst in the development of an engaging teaching and learning environment.

During this seminar, you will:

• Discover key features of your own teaching identity
• Develop an awareness of the choices and influences those features generate in the learning environment
• Expand your repertoire of teaching capabilities through critical reflection on the relationships among teaching identity, learning environment, expectations, and engagement
• Activate catalysts for the continuing growth of your teaching identity to bring ongoing meaning and accomplishment to your work

The presenter, Linda Shadiow, Ph.D., brings 27 years of teaching at Northern Arizona University, including nearly a decade directing their faculty professional development program. Tap in to the understanding she brings to explore the choices inherent in honing and communicating a teaching persona that can become a conduit for purposeful and energized teaching and learning. 

Did you know….

You can apply credit received for professional development outside the university to your faculty training records? Simply complete the HR Request for Additional Training Credit form found at http://www.uthsc.edu/hrtraining/pdfs/additional_training_credit_form.pdf and forward it, along with a copy of the program’s agenda, to the HR Training Department at 910 Madison, Suite 727.

Why do this? The University of TN believes that professional development and training of its employees are central to the university’s mission, vision, and values. Having credit received elsewhere to your UTHSC training records is very useful to your department and college – for things such as annual reviews and program accreditations.

Primarily Education-Focused Sessions and Resources

20 Minute Monday Morning Mentor (Week of November 23rd)

Date: Available November 23rd – November 29th
Session Title: How Can I Build a Successful Faculty Development Program?
Presenter: Kenneth Alford, Ph.D. (Associate Professor – Brigham Young University); Tyler Griffin, Ph.D. (Assistant Professor – Brigham Young University)

Overview:

There are places where tradition matters in higher education. The ceremonies. The rituals. The rivalries. The history. But that doesn’t mean it is immune to change. In fact, you can’t miss all the changes at colleges and universities these days, from the technology that is breaking down the walls of the lecture halls to the laws that are demanding how we handle safety and equality on campus and in the classroom to the increasingly diverse group of people who teach our students. Practically every day introduces a brave new world of teaching and learning.

The challenge, of course, is keeping all your instructors up to speed with all that change. No one person can stay on top of everything. That is where in-service training comes in. With the right programming, you can make sure that your faculty—regular and adjunct, along with instructors and teaching assistants—have access to and actually use the professional development resources they need in order to remain compliant and relevant.

Creating that kind of program is no small task, but you can learn how in How Can I Build a Successful Faculty Development Program?, a Magna 20-Minute Mentor with Brigham Young University associate professor Kenneth L. Alford and assistant professor Tyler Griffin.

Alford and Griffin break the big challenge down into more manageable components. They cover why you need to review and potentially improve your existing inservice programming.They touch on the topics, skills, and policies that you need to cover. And they give you sound ideas for successfully implementing your own inservice training.

The session link and login information to the November 23rd 20 Minute Monday Morning Mentor is available in the announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

National Distance Learning Week Session – Virtual Presence: Inspire and Engage in the Virtual Classroom and Beyond

Date: Session was held November 11, 2015 

Archive Now Available – To view the recording from this session go to https://sas.elluminate.com/site/external/jwsdetect/nativeplayback.jnlp?sid=vclass&psid=2015-11-11.1019.D.308112D489929081EC574F1603EF5C.vcr

UTHSC celebrated National Distance Learning Week (NDLW)by hosting a campus viewing of a live webinar provided by the United States Distance Learning Association (USDLA) on November 11th. 

Overview of November 11th Session:

In the virtual medium, great content can easily be sabotaged by a presenter’s low energy, irritating vocal qualities or general inability to engage and excite their audience. Whether presenting online to hundreds via webinar, facilitating a small virtual classroom workshop, or phone conferencing with team members and direct reports, the most effective training leaders and facilitators harness their virtual presence to authentically connect with the hearts and minds of others for maximum impact. 

To view archived recordings from all NDLW sessions please go to: https://www.usdla.org/events/ndlw/

Who Am I When I Teach? Understanding Teaching Persona

Date: Session was held November 3, 2015 

Archive Now Available for 30 Days After the Live Presentation Date – Links to the recording and handouts are available in the Announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

Overview:

The learning environment we seek to spark begins with who we are when we teach. Our teaching persona can ignite or impede our engagement at the same time it can ignite or impede students’ engagement as they pursue new ideas.

The teaching persona we bring to our work can set a tone for a productive dynamic, lead us to communicate with clarity, and invite a joy for learning. Too often educators are told, “be natural, be yourself,” without being given any real guidance as to how to develop an authentic teaching identity that can serve to embolden our teaching and spark student commitment to learning.

Through case studies, questions for self-reflection, options for follow-up activities, and resources for continuing understanding and application, this online seminar will provide you with the tools to gain insights into your teaching persona’s role as a catalyst in the development of an engaging teaching and learning environment.

During this seminar, you will:

• Discover key features of your own teaching identity
• Develop an awareness of the choices and influences those features generate in the learning environment
• Expand your repertoire of teaching capabilities through critical reflection on the relationships among teaching identity, learning environment, expectations, and engagement
• Activate catalysts for the continuing growth of your teaching identity to bring ongoing meaning and accomplishment to your work

The presenter, Linda Shadiow, Ph.D., brings 27 years of teaching at Northern Arizona University, including nearly a decade directing their faculty professional development program. Tap in to the understanding she brings to explore the choices inherent in honing and communicating a teaching persona that can become a conduit for purposeful and energized teaching and learning. 

Did you know….

You can apply credit received for professional development outside the university to your faculty training records? Simply complete the HR Request for Additional Training Credit form found at http://www.uthsc.edu/hrtraining/pdfs/additional_training_credit_form.pdf and forward it, along with a copy of the program’s agenda, to the HR Training Department at 910 Madison, Suite 727.

Why do this? The University of TN believes that professional development and training of its employees are central to the university’s mission, vision, and values. Having credit received elsewhere to your UTHSC training records is very useful to your department and college – for things such as annual reviews and program accreditations.

Primarily Education-Focused Sessions and Resources

20 Minute Monday Morning Mentor (Week of November 16th)

Date: Available November 16th – November 22nd
Session Title: How Can I Better Manage Difficult Conversations with Faculty?
Presenter: Richard Ogle, Ph.D. (Clinical Psychologist, Professor, and Chair of the Department of Psychology – University of North Carolina Wilmington)

Overview:

They are the kinds of conversations no one enjoys, but when you’re an academic leader, they’re part of your job.

You know how challenging these encounters can be if you’ve ever had to:

• Give a faculty member a critical performance review
• Identify problematic behavior in a faculty member
• Remind faculty members to engage in more service activities
• Give a negative response to a proposed project or funding request

But there is a better way. In How Can I Better Manage Difficult Conversations with Faculty?, a Magna 20-Minute Mentor with Dr. Richard Ogle, you’ll learn an approach to help you take the sting out of potentially problematic faculty interactions.

A technique called motivational interviewing is the key, and in less time than you might spend talking down a frustrated colleague, you’ll learn how it could help you do a better job of navigating the rough spots of academic life.

Ogle, professor and chair of the Department of Psychology at the University of North Carolina Wilmington, draws on his expertise as a clinical psychologist to show you a collaborative approach to facilitating change.

Although it’s often challenging to stay focused during difficult conversations, motivational interviewing can give you the framework you need to stay on track.

Ogle will provide a brief overview of motivational interviewing and then demonstrate these techniques in action. You’ll learn:

• Three key concepts for dealing with difficult conversations
• Three key characteristics of a collaborative approach to facilitating change
• Four tools to help you structure difficult conversations

Difficult conversations can come up in any work environment, and colleges and universities are no exception. As an academic leader, you owe it to yourself and your colleagues to learn how to manage challenging situations.

The session link and login information to the November 16th 20 Minute Monday Morning Mentor is available in the announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

National Distance Learning Week Session – Virtual Presence: Inspire and Engage in the Virtual Classroom and Beyond

Date: Session was held November 11, 2015 

Archive Now Available – To view the recording from this session go to https://sas.elluminate.com/site/external/jwsdetect/nativeplayback.jnlp?sid=vclass&psid=2015-11-11.1019.D.308112D489929081EC574F1603EF5C.vcr

UTHSC celebrated National Distance Learning Week (NDLW)by hosting a campus viewing of a live webinar provided by the United States Distance Learning Association (USDLA) on November 11th. 

Overview of November 11th Session:

In the virtual medium, great content can easily be sabotaged by a presenter’s low energy, irritating vocal qualities or general inability to engage and excite their audience. Whether presenting online to hundreds via webinar, facilitating a small virtual classroom workshop, or phone conferencing with team members and direct reports, the most effective training leaders and facilitators harness their virtual presence to authentically connect with the hearts and minds of others for maximum impact. 

To view archived recordings from all NDLW sessions please go to: https://www.usdla.org/events/ndlw/

Who Am I When I Teach? Understanding Teaching Persona

Date: Session was held November 3, 2015 

Archive Now Available for 30 Days After the Live Presentation Date – Links to the recording and handouts are available in the Announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

Overview:

The learning environment we seek to spark begins with who we are when we teach. Our teaching persona can ignite or impede our engagement at the same time it can ignite or impede students’ engagement as they pursue new ideas.

The teaching persona we bring to our work can set a tone for a productive dynamic, lead us to communicate with clarity, and invite a joy for learning. Too often educators are told, “be natural, be yourself,” without being given any real guidance as to how to develop an authentic teaching identity that can serve to embolden our teaching and spark student commitment to learning.

Through case studies, questions for self-reflection, options for follow-up activities, and resources for continuing understanding and application, this online seminar will provide you with the tools to gain insights into your teaching persona’s role as a catalyst in the development of an engaging teaching and learning environment.

During this seminar, you will:

• Discover key features of your own teaching identity
• Develop an awareness of the choices and influences those features generate in the learning environment
• Expand your repertoire of teaching capabilities through critical reflection on the relationships among teaching identity, learning environment, expectations, and engagement
• Activate catalysts for the continuing growth of your teaching identity to bring ongoing meaning and accomplishment to your work

The presenter, Linda Shadiow, Ph.D., brings 27 years of teaching at Northern Arizona University, including nearly a decade directing their faculty professional development program. Tap in to the understanding she brings to explore the choices inherent in honing and communicating a teaching persona that can become a conduit for purposeful and energized teaching and learning. 

Plagiarism: What You Need to Know (A discussion with the Office of General Counsel)

Date: Session was held November 5, 2015 

Archive Now Available – Links to the recording and handouts are available in the Announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

Overview:

Did you know….

You can apply credit received for professional development outside the university to your faculty training records? Simply complete the HR Request for Additional Training Credit form found at http://www.uthsc.edu/hrtraining/pdfs/additional_training_credit_form.pdf and forward it, along with a copy of the program’s agenda, to the HR Training Department at 910 Madison, Suite 727.

Why do this? The University of TN believes that professional development and training of its employees are central to the university’s mission, vision, and values. Having credit received elsewhere to your UTHSC training records is very useful to your department and college – for things such as annual reviews and program accreditations.

Primarily Education-Focused Sessions and Resources

20 Minute Monday Morning Mentor (Week of November 9th)

Date: Available November 9th – November 15th
Session Title: How Can I Connect Students’ Interests to Course Content?
Presenter: Alice Cassidy, Ph.D. (First Year Seminar Coordinator – University of British Columbia)

Overview:

When students see a clear link between their concerns and your course content, teaching and learning improve. The trick is establishing those connections. In How Can I Connect Students’ Interests to Course Content?, presenter Alice Cassidy, Ph.D. shows you how to get students to make a personal investment in their learning – no matter how large or small your class may be.

Using examples from the literature and her own teaching, Cassidy shares three guidelines to help you reach students more effectively:

• Find ways to learn about students
• Connect assignments to students’ interests
• Use the value of feedback.

Learning Outcomes

In this session you will learn:

• How in-class activities can help students discover the connection between their concerns and course content.
• How adapting your assignments can help students see the links between their world and your course.
• How to help students succeed through goal-setting activities and making time for student reflection.
• How to find new ways to strengthen student motivation by exploring cited resources.

You’ll see how in-class activities like poster sessions, student presentations, and flexible assignments can enhance student engagement. Tips on structuring feedback to help students connect with course content can be as simple as they are helpful, such as “the 1-minute paper,” brief statements on “the muddiest point,” and discussions prompted by the phrase, “I’m just wondering.” This comprehensive approach can be adapted to support teaching and learning in all disciplines.

Like all Magna 20 Minute Mentors, this session provides specific details and support to help you make a tangible difference in your teaching as soon as the session ends. Cassidy even encourages participants to contact her if questions develop after the session.

The session link and login information to the November 9th 20 Minute Monday Morning Mentor is available in the announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

National Distance Learning Week Session – Virtual Presence: Inspire and Engage in the Virtual Classroom and Beyond

Date: November 11, 2015 
Time: 12:00 PM – 1:30 PM (A light lunch will be provided beginning at 11:30 AM)
Location: GEB A104

UTHSC will celebrate National Distance Learning Week (NDLW)by hosting a campus viewing of a live webinar provided by the United States Distance Learning Association (USDLA) on November 11th. Please see the session overview information and registration link below. To learn more about NDLW and all of the free sessions that will be offered November 9th – 13th, please go to: https://www.usdla.org/events/ndlw/.

Overview of November 11th Session:

In the virtual medium, great content can easily be sabotaged by a presenter’s low energy, irritating vocal qualities or general inability to engage and excite their audience. Whether presenting online to hundreds via webinar, facilitating a small virtual classroom workshop, or phone conferencing with team members and direct reports, the most effective training leaders and facilitators harness their virtual presence to authentically connect with the hearts and minds of others for maximum impact. 

To register to attend this session go to: http://tinyurl.com/uthsc-ndlw2015

Who Am I When I Teach? Understanding Teaching Persona

Date: Session was held November 3, 2015 

Archive Now Available for 30 Days After the Live Presentation Date – Links to the recording and handouts are available in the Announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

Overview:

The learning environment we seek to spark begins with who we are when we teach. Our teaching persona can ignite or impede our engagement at the same time it can ignite or impede students’ engagement as they pursue new ideas.

The teaching persona we bring to our work can set a tone for a productive dynamic, lead us to communicate with clarity, and invite a joy for learning. Too often educators are told, “be natural, be yourself,” without being given any real guidance as to how to develop an authentic teaching identity that can serve to embolden our teaching and spark student commitment to learning.

Through case studies, questions for self-reflection, options for follow-up activities, and resources for continuing understanding and application, this online seminar will provide you with the tools to gain insights into your teaching persona’s role as a catalyst in the development of an engaging teaching and learning environment.

During this seminar, you will:

• Discover key features of your own teaching identity
• Develop an awareness of the choices and influences those features generate in the learning environment
• Expand your repertoire of teaching capabilities through critical reflection on the relationships among teaching identity, learning environment, expectations, and engagement
• Activate catalysts for the continuing growth of your teaching identity to bring ongoing meaning and accomplishment to your work

The presenter, Linda Shadiow, Ph.D., brings 27 years of teaching at Northern Arizona University, including nearly a decade directing their faculty professional development program. Tap in to the understanding she brings to explore the choices inherent in honing and communicating a teaching persona that can become a conduit for purposeful and energized teaching and learning. 

Plagiarism: What You Need to Know (A discussion with the Office of General Counsel)

Date: Session was held November 5, 2015 

Archive Now Available – Links to the recording and handouts are available in the Announcements section of the Professional Development course within Blackboard. Enrollment instructions for the Professional Development course are located at http://tinyurl.com/profdevenroll.

Overview:

Did you know….

You can apply credit received for professional development outside the university to your faculty training records? Simply complete the HR Request for Additional Training Credit form found at http://www.uthsc.edu/hrtraining/pdfs/additional_training_credit_form.pdf and forward it, along with a copy of the program’s agenda, to the HR Training Department at 910 Madison, Suite 727.

Why do this? The University of TN believes that professional development and training of its employees are central to the university’s mission, vision, and values. Having credit received elsewhere to your UTHSC training records is very useful to your department and college – for things such as annual reviews and program accreditations.