The CTE’s Teaching & Learning Day is an annual event that showcases the fresh thinking and innovative strategies of faculty and staff related to enhancing teaching and learning at GGC. Our eighth annual Teaching & Learning Day will consist of hybrid (physical and virtual) poster sessions that provide a visual forum for individuals and groups to showcase innovative work related to teaching, learning, and technology, including but not limited to:
These poster sessions provide an opportunity to reach a broad audience and initiate conversations with colleagues sharing similar interests.
The CTE is partnering with GGC’s School of Science and Technology this year to include the SST IE3 Inclusive Teaching Showcase as a part of Teaching & Learning Day.
Teaching & Learning Day will take place on Friday, April 12th, 2024. It will be a hybrid event, with an option to present in-person or virtually.
*** Participants will vote on the best posters in several different categories; the winning posters will be featured prominently in the CTE (and/or on the CTE website) over the next academic year.
Please see the letter below for information on the Governor’s Teaching Fellows (GTF) 2024-25 Academic Year Symposium. Note that each institution can recommend no more than two candidates, so please be sure to read all of the information below. The application deadline is March 15.
GGC internal application process and timeline:
1. Interested faculty submit applications to the Department Chairs and Deans for review and approval.
2. Deans provide letters of support for each candidate recommended by Friday, March 1st.
3. Applications are reviewed by the GGC Annual Award Committee, who will submit the nominations by Friday, March 8th.
4. Provost and President review and provide letters of support.
5. Recommended candidates submit their application packages to USG by Friday, March 15th.
If you have any questions, please contact:
Dr. Mei Miranda Zhang, Associate Provost for Faculty, mzhang@ggc.edu
Original letter from the Governer’s Teaching Fellows Program:
Louise McBee Institute of Higher Education Governor’s Teaching Fellows Program
February 12, 2024
Dear Colleague,
The Governor’s Teaching Fellows (GTF) Program, hosted by the Louise McBee Institute of Higher Education at the University of Georgia, invites applications for the 2024-25 Academic Year Symposium. Over the course of the academic year, Fellows will attend six unique three-day seminars while also engaging in a course design/redesign or other instructional improvement project. The highly interactive seminars, which are held on the University of Georgia campus, include a combination of structured instructional and faculty development activities as well as self-directed activities designed to meet their individual needs. Fellows receive a stipend for each day of full participation on campus to assist with travel expenses and meals. Lodging is provided by the Governor’s Teaching Fellows Program.
Program Dates: • September 11-13, 2024 • October 9-11, 2024 • November 6-8, 2024 • February 5-7, 2025 • March 12-14, 2025 • April 9-11, 2025
Location: • Louise McBee Institute of Higher Education, Meigs Hall, University of Georgia
Eligibility: The Governor’s Teaching Fellows Program is designed for full-time faculty members who teach at accredited public or private colleges or universities in the state of Georgia, except the University of Georgia. UGA faculty are not eligible for this program. Any full-time, regular faculty member regardless of rank may apply; preference will be given to faculty who primarily teach undergraduate students. Fellows are selected on the basis of their commitment to: • enhance their undergraduate teaching practice and professional development • disseminate the fruits of their fellowship experience with faculty at their home institution • secure the support of their institution’s President or Vice President of Academic Affairs (or equivalent).
Program guidelines stipulate that no more than two fellows from the same institution may participate simultaneously. Therefore, institutions are encouraged to limit the number of candidates submitted for consideration to no more than two per program.
Application Process:
To apply, submit the following items via the GTF Academic Year Application portal: • A concise description of the course that will be redesigned during the academic year. We believe Fellows will reap the most benefit from the Symposium by redesigning a course, but you may propose another project if you wish. (300 word maximum; PDF) • General demographic information about yourself and your classes • Brief letter explaining your interest in attending the GTF Program (300 word maximum; PDF) • Teaching statement with concrete examples of how your teaching is innovative and how you hope to improve it (300 word maximum; PDF) • A letter of support from your institution’s President or Vice President of Academic Affairs (or equivalent). A letter template is provided here for your convenience. • Current CV
Applications must be submitted by 11:59 PM, March 15, 2024. Applicants will be notified of their standing in the selection process by the end of April 2024.
Please share this opportunity with interested faculty members at your institution. The GTF Program will also contact your President and Vice President for Academic Affairs (or equivalent) for their assistance in identifying qualified faculty. Stay up to date on GTF news by visiting our website.
If you have questions regarding the Governor’s Teaching Fellows Program, please contact me directly at nnorman@uga.edu.
Sincerely,
Naomi J. Norman, PhD Director, Governor’s Teaching Fellow Program
Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one “right” way of thinking, learning, and behaving, and differences should not be viewed as deficits. Join Dr. Samantha Mrstik from the School of Education on the topic of neurodiversity on Thursday 2/8 @ 2:00 p.m. in Teams. She will be providing concrete examples for in-person and online classes that you can apply right away to work with our extremely neurodiverse student population to ensure inclusive classrooms and teaching styles. Jennifer Accerona, the Director of Disabilities Services, will also be there to answer questions.
Are you curious about some of the teaching and learning topics / buzzwords that you’ve been hearing about but just haven’t have time to look them up or attend a workshop? Join us this spring for some bite-size information sessions on a wide variety of teaching and learning topics.
A twenty-minute introduction to each topic will cover three things: what the general idea is, why it’s important, and how you can start to implement it in your teaching (a handout will also be provided with this information). This introduction will be followed by an optional twenty-minute Q&A for further discussion.
We’ll try to spread these out with repeated sessions over different days and times, so feel free to come by whenever the opportunity fits with your schedule.
If you have suggestions for additional topics that you would like to see covered, send me an email at mdsmith@ggc.edu.
The first round of TMTTs will be:
02/21 @ 10:30 a.m. – TMTT: Small Teaching
02/21 @ 2:00 p.m. – TMTT: TiLT (Transparency in Learning and Teaching)
02/22 @ 11:00 a.m. – TMTT: TiLT (Transparency in Learning and Teaching)
Some of the faculty have recently expressed an interest in a series of lunchtime discussions on a variety of teaching and learning topics; this is something that we had already been considering, so we’re happy to explore this possibility. Please join us for some lunchtime exploratory discussions on the best way to structure these sessions.
Questions we will consider:
Format: in-person / hybrid / online
Frequency: every week / every other week / once a month
Schedule: best days and times / number of times per week
Location (for in-person sessions): CTE / Dining Hall (or a mix of both)
Structure: pre-determined topics / introductory topic followed by open discussion / open discussion (and / or a signup sheet to propose topics and to see who else will be attending on a given day)
If you are interested and would like to provide some input in how these will be structured, please join us for one of the planning sessions below. If you are unable to attend any of these sessions but would still like to provide some input, feel free to send me an email with your thoughts on the questions above at mdsmith@ggc.edu.
The CTE’s Teaching & Learning Day is an annual event that showcases the fresh thinking and innovative strategies of faculty and staff related to enhancing teaching and learning at GGC. Our eighth annual Teaching & Learning Day will consist of hybrid (physical and virtual) poster sessions that provide a visual forum for individuals and groups to showcase innovative work related to teaching, learning, and technology, including but not limited to:
These poster sessions provide an opportunity to reach a broad audience and initiate conversations with colleagues sharing similar interests.
The CTE is partnering with GGC’s School of Science and Technology this year to include the SST IE3 Inclusive Teaching Showcase as a part of Teaching & Learning Day.
Teaching & Learning Day will take place on Friday, April 12th, 2024. It will be a hybrid event, with an option to present in-person or virtually.
We invite you to submit an application to present your work. Please complete this application by Friday, March 22nd, 2024
*** Participants will vote on the best posters in several different categories; the winning posters will be featured prominently in the CTE (and/or on the CTE website) over the next academic year.
Perusall Academy offers three separate courses (Kickstart, Next Level, and Mastery) with multiple dates. Remaining dates include:
Perusall Kickstart:
Monday, February 26th, 2024: 10:00AM – 11:00AM EST
Tuesday, March 5th, 2024: 10:00AM – 11:00AM EST
Perusall Next Level:
Wednesday, February 28th, 2024: 10:00AM – 11:00AM EST
Wednesday, March 6th, 2024: 10:00AM – 11:00AM EST
Perusall Mastery:
Friday, March 1st, 2024: 10:00AM – 11:00AM
Thursday, March 7th, 2024: 10:00AM – 11:00AM
What is Perusall?
Perusall offers social annotation features that can be used to increase student engagement, collaboration, and community within your MyCourses course. Perusall can be used with many open educational resources, websites, PDF files, Word documents and even select publisher materials to encourage students to actively engage with assigned readings and each other. Perusall is integrated with MyCourses.
Students use Perusall to collaboratively annotate readings; answering each other’s questions and engaging in discussions. Student annotations can be graded using Perusall’s AI- assisted grading system to help instructors determine engagement and participation grades.
For more information about Perusall at GGC, see the IT website.
Perusall offers social annotation features that can be used to increase student engagement, collaboration, and community within your MyCourses course. Perusall can be used with many open educational resources, websites, PDF files, Word documents and even select publisher materials to encourage students to actively engage with assigned readings and each other. Perusall is integrated with MyCourses.
Students use Perusall to collaboratively annotate readings; answering each other’s questions and engaging in discussions. Student annotations can be graded using Perusall’s AI- assisted grading system to help instructors determine engagement and participation grades.
For more information on Perusall at GGC, see the IT website.
What is Perusall Academy?
See the following announcement from Perusall:
We are thrilled to announce the upcoming Perusall Academy, our webinar series designed to enhance your teaching with Perusall. Join us for our three-tiered program: Kickstart, Next Level, and Mastery. Each session is crafted to build your expertise with Perusall.
Perusall Kickstart Tailored for educators that are new to Perusall or are looking for a refresher, this session covers foundational features, streamlining course setup, and basic LMS integration. It’s the perfect starting point to get your course up and running smoothly.
Perusall Next Level Ready to deepen your understanding? Next Level delves into advanced assignment creation, including Peer Review, and and in-depth look at LMS features. Enhance your skills in scoring settings and advanced feature configuration to ensure you get the most out of Perusall’s dynamic capabilities.
Wednesday, January 24th, 2024 10:00AM – 11:00AM EST
Wednesday, January 31st, 2024 10:00AM – 11:00AM EST
Wednesday, February 28th, 2024 10:00AM – 11:00AM EST
Perusall Mastery For experienced users, Perusall Mastery focuses on creating training/sandbox courses, troubleshooting common issues, and unlocking advanced features essential for IT/ID professionals. This session will fine-tune your expertise and empower you to leverage the full potential of the Perusall platform.
Friday, January 26th, 2024 10:00AM – 11:00AM EST
Thursday, February 1st, 2024 10:00AM – 11:00AM EST
Each webinar builds upon the last, advancing in complexity and offering a comprehensive understanding of our platform. To foster interactive learning, we’ve integrated a live Q&A segment in each webinar, providing you with the opportunity to have your questions answered by our experts in real time.
As a token of our commitment to your professional development, attendees who successfully complete all three webinars will receive a Certificate of Completion.
✨ Don’t miss this opportunity to boost your pedagogy through the Perusall Academy. Build your skills, engage with experts, and join a community of forward-thinking educators.
Making the Most of MyCourses: Best Practices Badge
Title: Making the Most of MyCourses: Best Practices AY2023-24
Description:
The Making theMost of MyCourses workshop series presents pedagogical best practices for course design regardless of instructional modality (online, hybrid, hyflex, face-to-face) combined with MyCourses best practices.
To earn the Making the Most of MyCourses: Best Practices AY202324 badge faculty and staff must provide evidence of a minimum of 20 of 27 possible artifacts. Participation in associated workshops is highly recommended but not required. Workshops will be recorded and available for faculty and staff to review at their discretion.
Faculty and staff earning the Making the Most of MyCourses: Best Practices AY2023-24 badge exhibit a commit to implementing best practices in course design and technology use. As such faculty and staff, may also choose to attend additional, optional workshops that are primarily focused on using specific MyCourses features in-depth such as but not limited to the Quiz tool, Assignment tool, Content tool, and Grade Book.
Why should faculty and staff earn this badge?
Faculty and staff should consider earning this badge to:
participate in the development of best practice and standards-based courses that create consistency in course design across the college.
share your commitment to expanding high-quality online, hybrid, face-to-face, and hyflex course offerings in support of the strategic plan.
participate in the conversation around designing courses and leveraging technologies to promote student success.
provide evidence of best practice implementation of Quality Matters (QM) using GGC technologies such as MyCourses, Kaltura, and more.
gain insight into the technologies and services available at GGC for faculty and students to support teaching and learning.
Expiration: The Making the Most of MyCourses badge will expire approximately 3 years after it is awarded.
The Making the Most of MyCourses: Best Practices AY2023-24 badge will be issued between September 1, 2023 and May 31, 2024. This badge will expire on June 1, 2027.
Criteria:
Provide 20/27 artifacts as evidence that best practices presented in the Making the Most of MyCourses series were implemented in an Academic Year 2023-2024 MyCourses course.
Workshop Topics and Schedule
Spring Workshops
MyCourses: Leveraging digital content from the Kaufman Library Wednesday, January 31st, 2024, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Fostering engagement with assigned readings Wednesday, February 14th, 2024, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Fostering engagement with online lectures and videos Wednesday, March 20th, 2024, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Assessing students Wednesday, April 10th, 2024, 10:00 am – 10:45 a.m. Zoom Session
Fall Workshops
MyCourses: Designing a supportive and easy to navigate course Wednesday, September 6, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Designing an easy to navigate syllabus Wednesday, September 27, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Incorporating time management strategies Wednesday, October 18, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Communicating assignment and activity expectations Wednesday, November 1, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Humanizing your [online, hybrid, or face-to-face] course Wednesday, November 15, 2023, 10:00 am – 10:45 a.m. Zoom Session
Supplementary MyCourses Workshops Faculty and staff may also wish to attend supplementary MyCourses workshops to increase familiarity with features and become more acquainted with recent updates.
Steps to Earn your Badge
Attend Making the Most of MyCourses workshops or review recordings.
Implement recommendations in any AY2024 MyCourses course.
Share your achievement be selecting the share option for your badge. You can share your badge in a variety of ways, including on LinkedIn and in your Email Signature.
There are two ways to submit evidence that you have implemented the best practices discussed in the Making the Most of MyCourses series
Provide screenshots from any AY2024 course that show how you implemented the best practices discussed in the Making the Most of MyCourses series. The screenshots will be considered as evidence in order to earn your Making the Most of MyCourses: AY2024 badge. Each screenshot should be added as an attachment to the Making the Most of MyCourses AY2024 Evidence assignment in the MyCourses: Center for Teaching Excellence badging site.
MyCourses: Designing a supportive and easy to navigate course
The Content tool’s Table of Contents shows: At least 4 modules including: a Welcome module, 2 modules that include content, activities, and assessments, and a Wrap-up module The 2 modules that include content, activities and assessments should use a similar structure to ensure consistency from module to module
The Welcome module includes: A welcoming message from the instructor A syllabus (deconstructed or word or PDF) An attendance verification activity
A welcome to the course announcement is available in the Announcement tool that includes: The use of the {firstname} replacement string to personalize the announcement Language that includes embedded links directing students to the syllabus and other content housed in the Welcome module An embedded video from the instructor welcoming students to the course
MyCourses: Designing an easy to navigate syllabus
The Welcome module includes a deconstructed syllabus that includes: The deconstructed syllabus as a submodule within the Welcome module Each major section of the “syllabus” should be its own content item within the submodule
The Welcome module’s deconstructed syllabus includes: The content for the syllabus presented as a HTML file (not Word or PDF files) The HTML files use the HTML templates provided within the HTML editor
An intelligent agent set to nudge a student who has not viewed a particular content item contained within the deconstructed syllabus submodule is available.
This can include an intelligent agent set to nudge/remind a student to view syllabus content such as attendance policies, grading policies, or tutoring information
MyCourses: Communicating assignment and activity expectations
A module that displays a TILTed assignment/activity content item as well as a content item immediately following the TILTed content item that is linked to an assignment/activity such as a quiz, assignment dropbox, or discussion is available.
The TILTed assignment/activity is created as HTML content. The HTML content must include the purpose, task, and criteria.
The TILTed HTML content is formatted using a HTML template.
MyCourses: Incorporating time management strategies
The Calendar tool includes all major due dates (assignment/assessment/activities), meeting times, major milestones (e.g. last day to drop), midterm and final exam dates.
The Content tool’s Course Schedule includes all entries pulled from the Calendar tool.
The deconstructed syllabus includes a content item that describes time management strategies/tools such as: recommendations for setting MyCourses notifications, downloading the Pulse app, and using the subscribe to calendar feature complete with links to appropriate knowledgebase articles.
MyCourses: Humanizing your course
The syllabus or welcome message provides students with assistance on setting a preferred first name and instructions for updating and/or sharing personal pronouns in MyCourses.
There is a survey available in the Welcome module that asks students to share: 1) Why they are taking the course 2) What they hope to get out of the course
There is an end-of-course or end-of-module survey available that asks students to provide feedback on course design. The survey should include questions that ask students to provide feedback on what went well, what did not go well, and suggestions they have for future students.
MyCourses: Fostering engagement with assigned readings
The Calendar tool shows due dates for reading assignments.
The syllabus or welcome message includes student best practices for readings such as: Recommendation to add time to the calendar/study plan for reading via MyCourses and/or Claw Mail Recommendation to chunk reading sessions in to 45 minute or less sessions Metacognitive Reading Strategies
There is a reading assignment (ungraded or graded) available via the Assignment tool, Survey tool, Discussion tool or Perusall.
MyCourses: Fostering engagement with online lectures and video
The Calendar tool shows due dates for viewing video/ video assignments.
The Calendar tool shows meeting dates for Zoom (or similar) meetings (synchronous class sessions or appointments)
A video assignment (ungraded or graded) is available via the Assignment tool, Discussion tool or Kaltura Video Quiz.
MyCourses: Leveraging digital content from the Kaufman Library
The syllabus includes information regarding availability of Kaufman Library resources such as: Accessing Library Databases from on and/or off Campus Ask a Librarian LibGuides
The course includes digital video content from sources like Films on Demand, Swank, or Kanopy in a Content module. This might include embedding video in a HTML file, discussion, or assignment.
The course includes electronic texts or articles in a Content module. This might include linking the text in a HTML file, discussion, or assignment.
MyCourses: Assessing students
A low stakes, practice assessment is available during the first week of the semester that includes proctoring setup, if applicable. The practice assessment may be created using the Quiz, Assignment, or Discussion tool.
The syllabus includes information on proctoring requirements or expectations related to the use of artificial intelligence (AI) enabled technologies.
The course includes a rubric created using the Rubric tool. The rubric is linked to TILTed information AND the rubric is attached to an assignment created using the Assignment or Discussion tool.
