By Amy Strage, PhD San José State University
III – To ensure that you get the most out of the conference, REFLECT AND FOLLOW THROUGH…” Structure to align intent with follow up
By Amy Strage, PhD San José State University
Text by Kerry Ann Rockquemore, PhD, president and CEO of the National Center for Faculty Development & Diversity, from the posting of August 1, 2016 in her Monday Motivator series.
New faculty receive a fair amount of information about teaching during orientation. However, once in the classroom, you learn first-hand about Michigan Tech students, teaching expectations, what works and (frustratingly) what doesn’t. You may also be pushed to expand your teaching repertoire with opportunities to teach a larger class, a technology or project-based class, or even to teach online.
The William G. Jackson Center for Teaching and Learning (email@example.com, 487-3000), on the second floor of the Van Pelt and Opie Library, helps with all dimensions of your teaching endeavors. We provide resources and support as you implement specific teaching methods or use new teaching technology in new, exciting ways!
Walk-in consultations are available Monday through Friday from 10 AM to 4 PM, or you can schedule an appointment to discuss a topic of your choice. You can request a recorded or live observation of your classroom to get feedback and suggestions, or if you know of some new technique you’d like to try out, the CTL can provide resources, references, equipment, and ideas. From the very low-tech (effective whiteboard use, syllabus review, or paper response systems) to “flipping” classrooms, to effective teaching in an online course, instructors in all disciplines find the CTL to be a valuable partner.
Many newer faculty find it difficult to allocate the time needed for effective teaching, especially to effectively assess student progress without being overwhelmed by grading. The CTL can help you explore informal, time-efficient methods of in and out of class response and grading systems. Its close partner, the Michigan Tech Testing Center (firstname.lastname@example.org, 487-1001) helps provide computerized or bubble-sheet exams, as well as assisting with management of the increasing number of students who need accommodations or makeup exams.
At least twice each month during academic terms, the CTL also holds instructional developmental events (“Coffee Chats” and “Lunch and Learns”.) If you haven’t yet been to one, I strongly encourage you to sign up and attend. Even if the topics aren’t a perfect match, these events provide a great chance to network with a large number of excellent instructors from across the university to get ideas and support. And the free food certainly doesn’t hurt!)
Your relationship with the faculty you meet at these events and the CTL is unique in that it’s purely supportive. Many instructors use the CTL staff to help interpret end-of-term course evaluations to focus ideas for improvement, or even to discuss departmental challenges. You can document your observation, teaching innovation, or professional development events as part of your continuous teaching improvements. The CTL can help document your efforts as part of your T&P packet, or your work with the CTL can remain entirely confidential, at your discretion.
There’s no question that teaching today is challenging and demanding. Many students carry high expectations, and it’s often hard to meet them, especially given the other demands on your time. Rather than trying to shoulder this burden alone, I encourage you to collaborate with the CTL! Let us know how we can help you to continue to improve your teaching and effective interactions with students.
Text drawn from R.M. Felder and R. Brent, Teaching and Learning STEM: A Practical Guide, pp. 60–61.
When you teach a course that builds heavily on previously-taught material, you have a dilemma. Should you assume that all of the enrolled students start out with a solid grasp of the prerequisites? You’d better not! Some students may have taken the prerequisite courses years ago and have long since forgotten what they learned, or some of the prerequisite content may be really hard or was rushed through so few students really understood it. On the other hand, you don’t want to spend the first three weeks of the course re-teaching material the students are supposed to know. The question is, how can you help your students quickly pick up whatever they’re missing without spending a lot of valuable class time on it?
by Dave Reed, email@example.comThe American Statistical Association has worked with NIH and NSF to encourage statisticians to participate in the panel review process. The first link below is a Google Form for nominations to be on NIH panels. The second link is to an NSF page where people can volunteer for panels, and the third is a link to a general document that describes the process, how to get involved, and things to consider when reviewing a proposal. The first is specific to statisticians, but the second two are general and are suitable for all disciplines.
NSF – volunteer for panels
Serving effectively on funding review panels: advice for statisticians new to the process
Joan Chadde, firstname.lastname@example.org Director for Science & Environmental Outreach
Greetings, members of the ECM community! We hope your spring semester is off to a great start. As you continue to look for potential National Science Foundation or other state and federal agency funding, you will likely come across the need to incorporate K-12 education / outreach in your project proposal.
I’d like to introduce you to the work of the Center for Science & Environmental Outreach (CSEO), which has a wide range of experience developing and delivering K-12 Science, Technology, Engineering, and Math (STEM) programs, along with many environmental education programs. These are for students and teachers in Houghton County, the western U.P., statewide in Michigan, the Upper Midwest/Great Lakes region, and some programs are even disseminated nationally, such as the Family Engineering Program!
Established in 1991 and wholly grant-funded, the Center offers programs focused on enhancing the teaching and learning of STEM for K-12 students, teachers, and community members. The Center’s diverse programs include Outdoor Science Investigations Field Trips, Family Science & Engineering events, After School STEM Classes & Summer Camps, Water Festival, Girls & Engineering and other programs to increase under-represented students in STEM, K-12 teacher professional learning, and Western UP Science Fair & STEM Festival. Programs are created and delivered by the Center’s education staff and we also partner with Michigan Tech faculty who wish to conduct modules/short courses/etc. with our target audiences. The Center’s programs engage ~15,000 students, teachers, and community members annually so it is a great place to broadly disseminate your hands-on / interactive ideas!
And the good news is that you don’t need to figure out logistics! The Center has a menu of education / outreach ideas with an estimated cost for each. These ideas should pique your creativity and then you can set up a meeting with CSEO staff to customize an offering to your research broader impacts.
The Center is located at the Great Lakes Research Center where it takes full advantage of the learning lab/classroom and other spaces to deliver a wide range of programs. There are 4 full-time staff with a range of experiences, from science, social studies, environmental education GIS, technology, geoheritage, citizen science, and organizing large and small events. The Center’s expertise way outpaces the links on this page: https://blogs.mtu.edu/cseo/
by Amy L. Howard, Center for Diversity & Inclusion
What does diversity mean and why does it matter?
Join us at noon Monday, February 12, 2018 in MUB Ballroom B1 for our first Diverse Dialogues to engage in meaningful campus dialogue around topics of diversity and inclusion. Bring your own lunch, light refreshments and beverages will be provided.
This guided conversation will allow individuals to discuss the meaning of diversity and explore the multiple diversities that exist. Individuals will work to identify the relevance of their own cultural and social identities and leave with an enhanced understanding of how to embrace diversity in order to work more effectively across difference at Tech and within their respective communities.
The Diverse Dialogues series aims to provide opportunities for students, faculty and staff to have conversations about relevant issues of equity, diversity, inclusion, social justice and much more. They are designed to be an informal, yet guided gathering to allow participants to educate and learn from one another. While each dialogue in the series has a centralized theme, we want to encourage participants to determine where the conversations go. This series is meant to start the discussion on difficult topics and implore individuals to push their awareness, knowledge and action related to themes of diversity and inclusion.
Industrial Sponsorship of Research: Making and Cultivating Contacts
Greetings, members of the ECM community! We hope your spring semester is off to a great start. As you continue to build your research portfolio, we wanted to take a moment to provide an introduction to how funding from industry can be one potential tool in your funding “toolbox.”
As you consider pursuing funding from industry, it is important to recognize that industrial funding differs from other types of project funding in a variety of ways. In particular, understanding the following types of issues will help immensely as you pursue industry-funded projects:
Faculty from many disciplines across campus regularly work through these issues successfully with industry sponsors. However, it is important to seek clarity on any potential areas of concern prior to project implementation and to propose realistic projects where your team can meet deliverables. Industry funding can often lead to long-term partnerships between a sponsor and a faculty researcher; however, one “failed” project is likely to burn bridges with more than just one industry sponsor.
What is the best way to proceed with industry funding? Industry funding is usually driven by personal relationships. Some practical tips to build these relationships include:
Getting your first industry contract can be intimidating, and it can take some time. However, faculty across campus find these connections rewarding and – in many cases – a significant contribution to their funding portfolio.
If you are interested in learning more or pursuing industry funding for your projects, some additional resources can be found in the Michigan Tech Research Development toolkit. The “agencies” link (top right) has an “industry” tab with additional information and resources. Note that because these resources are limited to the Michigan Tech community you must be logged into your Michigan Tech Google account to access the site.
If we can be of assistance to you as you continue your career at Michigan Tech, please contact either of us.
Jim Desrochers, email@example.com Associate Director of Industry Relations
Peter Larsen, firstname.lastname@example.org Director of Research Development
Tom Freeman from The William G. Jackson Center for Teaching and Learning (CTL) will offer the three-part Canvas Introductory Workshop series for instructors and instructional staff looking to get started using the Canvas Learning Management System. The series begins January 9, 2018 The three workshops in the series are:
The series gives instructors and others who will be building and administering Canvas courses the basic information necessary to create a basic Canvas course. Each workshop is conducted in a 50-minute block between five minutes after and five minutes before the hour, and offers attendees an opportunity to work hands-on in Canvas during the workshop. Participants are encouraged to take Canvas 101 first, and then take the next two workshops as they fit your schedule after.
Those interested in attending can find out more and register on the William G. Jackson Center for Teaching and Learning. For more general information or help with Canvas at Michigan Tech, be sure to visit Canvas One Stop.