Center for Teaching and Learning Blog

November 2022

Published

Tuesday November 1, 2022 at 3:45 PM

CTL Coffee Chat-Online Course Development and Support

Are you currently teaching or planning to teach an online course?  Do you have questions about how to start the course development process, how to prepare for a course review, or how to improve an existing online course? If this sounds like you then make plans to join your colleagues and the online design team from the William G. Jackson Center for Teaching and Learning (CTL) for a Coffee Chat on Tuesday, November 1, at 3:45 in the Library East Reading Room.

Learn about course development best practices, including the recommended development schedule, resources the CTL can offer, and get answers to your unique challenges as you begin your development efforts. You’ll also hear from two Michigan Tech instructors who have gone through the development process and are ready to share their experiences with you.

Register to attend the CTL Coffee Chat featuring our online design team.

Please also take a moment to complete the short pre-event survey.

Tuesday November 8, 2022 at 3:45 PM

Instructional Awards-Curriculum Development and Assessment Chris Middlebrook Josue Reynoso

The Jackson Center for Teaching and Learning will recognize Chris Middlebrook (ECE) and Josue Reynoso as co-recipients of the 2022 CTL Instructional Award for Curriculum Development and Assessment on Thursday, November 8 at 3:45.  They were selected for the award after being nominated via the Deans’ Teaching Showcase during the spring 2022 semester.

Middlebrook’s award presentation: Curriculum Development: Creation of a Printed Circuit Board Manufacturing Laboratory Course

Reynoso’s award presentation: Developing New Curricula: An Experiential Learning Approach

Register to attend the CTL Instructional Awards for Chris Middlebrook and Josue Reynoso

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October 2022

Published

Thursday, October 13 at 3:45 PM

The Jackson Center for Teaching and Learning will recognize Loredana Valenzano-Slough (Chemistry) as the recipient of the CTL Instructional Award for Large Class Teaching on Thursday, October 13 at 3:45 in the Library East Reading Room.  She was selected for the award after her nomination via the Deans’ Teaching Showcase during the spring 2022 semester.

Valenzano-Slough’s presentation: Physical Chemistry is Dead… Long Live Physical Chemistry!

Abstract: As the name suggests, Physical Chemistry (PChem) is heavily dependent on physics, which is heavily dependent on math and problem-solving reasoning. In time, it became evident that students struggling the most in PChem were those lacking practice in math.  To help the students, I started to spend some of the PChem class time in “math review sessions” to give them practical suggestions on how to approach and use the necessary mathematical tools (multivariable derivatives, power series, and integrals).  I soon realized though, that this was not enough and that they needed more first-hand practice on the actual use of such tools and their applications toward solving PChem problems. For this reason, I designed a “Math for (applications) in PChem I” online 1-credit course which exposes students to those mathematical concepts used in PChem but concentrate on their actual applications and problem-solving techniques. 

Please plan to join us in recognizing Loredana Valenzano-Slough by registering for the event.

Tuesday October 18, 2022 at 12:00 noon

Now that Michigan Tech has a campus-wide iClicker Cloud license we’re seeing a large increase in adoption by instructors this fall based on early usage data. iClicker polling is a great way to engage your students in class, and increase learning and retention.  How can you enhance your pedagogical strategies for iClicker polling in your classroom?  We are curious to know how you use iClicker polling?

Join your colleagues and the CTL team on Tuesday, October 18 as we revive our lunch and learn format with an iClicker Showcase.  We’re looking for up to five instructors to share one of their favorite iClicker polling questions, review the pedagogy supporting it, and discuss the impact on learning that they’ve observed.  

iClicker instructors are encouraged to apply to participate in the showcase. Applications are due by October 7!  You’ll be asked to submit a single slide polling question and a brief description of how you deliver the question in your class.  Submissions will be reviewed for uniqueness (including use of the various question types: short answer, target question, multiple answer, numerical, multiple choice) as well as adaptability for other instructors.  In addition to recognition as an iClicker expert, featured showcase instructors will also receive a gift card.

Whether you’re new to iClicker this semester, a power user, or just want to learn ways to improve and expand your teaching practices, make plans to register and attend the CTL iClicker Showcase [https://mtu.libcal.com/event/9698685].  All registered attendees will have lunch provided.  As always, instructors who need assistance getting started with iClicker or have specific technical questions can contact the CTL for assistance (elearning@mtu.edu, 487-3000).

Tuesday October 27, 2022 at 3:45 PM

The Jackson Center for Teaching and Learning will recognize Kristin Brzeski (CFRES) as co-recipient of the CTL Instructional Award for Innovative or Out of Class Teaching on Thursday, October 27 at 3:45pm.  Kristin was selected for the award after being nominated via the Deans’ Teaching Showcase during the spring 2022 semester.

Brzeski’s award presentation: Integrating regional natural resource partners into lab and field based learning

Abstract: Dr. Kristin Brzeski will share her experiences developing and funding a field and wet-lab based component in her wildlife courses. In this presentation, Dr. Brzeski will emphasize how she integrates partnerships with the MI Department of Natural Resources (DNR) into her instruction, where students generate data that is presented directly to DNR biologists. Through this process, students get hands-on field and lab based training while actively participating in the process of translating research for applied management. Students also get tips and advice for advancing their careers with land-management organizations such as the DNR.

To register for this event, please click here.

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September

Published

Implementing Universal Design for Learning (UDL) Guest Speaker:  Dr. Erin Scanlon

Friday September 23, 2022 at 10:00 AM

Dr. Scanlon (she/her) is an assistant professor in residence at the University Connecticut and a founding steering committee member of the American Physical Society’s Diversity, Equity, and Inclusion Alliance (APS-IDEA).  Her guest workshop will focus on concrete ways to implement UDL in STEM classes.    Erin, a Michigan Tech graduate, holds a B.S. and M.S. in physics and a PhD in Developmental Education with an emphasis in developmental mathematics.   In addition to teaching introductory physics courses, she researches ways to move the physics community toward being more diverse, equitable, inclusive, and socially just, with particular emphasis on changing social structures to support disabled people.  Participants will be asked to do some pre-work  (a short video and some teaching practice reflection).  In person attendance is encouraged for this interactive workshop, but attendance via Zoom is an option, and the session will be recorded.  Don’t miss this opportunity to  learn practical tips from a UDL expert who knows Michigan Tech!

Register for this event here.

CTL Instructional Award: Kristin Brzeski and Melanie Kueber Watkins

Thursday September 29, 2022 at 3:45 PM

Brzeski’s award presentation: Integrating regional natural resource partners into lab and field based learning

Abstract: Dr. Kristin Brzeski will share her experiences developing and funding a field and wet-lab based component in her wildlife courses. In this presentation, Dr. Brzeski will emphasize how she integrates partnerships with the MI Department of Natural Resources (DNR) into her instruction, where students generate data that is presented directly to DNR biologists. Through this process, students get hands-on field and lab based training while actively participating in the process of translating research for applied management. Students also get tips and advice for advancing their careers with land-management organizations such as the DNR.

Watkins’ award presentation: Collaborative Classroom Cloud Computing

Abstract: Dr. Watkins will highlight her use of project-based learning to enhance student computing skills and job preparedness.  Her approach involved integrating new concepts and skills into courses for 2D hydraulic modeling with lidar data, including Linux scripting. 

Register for this event here.

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Video Assignments

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Have you ever considered a different format for your assignments? How about having students create an explanatory video of how they analyze and stepped through a homework problem? Or it could be a short video of them applying a course concept in their daily life. You may also want to pursue video assignments that involve opportunities to practice professional communication skills, project management skills or a practice presentation. Ever consider allowing students to provide a video response to a discussion thread?

Benefits of video assignments

There are many ways to incorporate a video assignment/response into your course content but you may be wondering what benefit(s) does a video assignment provide over the previous written assignment you had originally assigned.? The most significant benefit noted by researchers is that students find video assignments to be more beneficial to their own understanding and mastery of the content. By creating a video, it provides students with an opportunities to practice and demonstrate course concepts. This often involves writing out a script, practicing their response or gaining additional information on the topic before creating the video.

Creating a video assignment in Canvas

You will want to begin by creating a Huskycast student assignment folder. Creating this folder will give students access to record and upload video. Once that is complete, you can now go ahead and create the Canvas Video Assignment. Since students may not be familiar with how to create or upload a video assignment in Canvas, you will want to be sure to provide some guidelines on submitting a video assignment.

After students have submitted their video assignment, the instructor can navigate to the assignment in Canvas and click on Speedgrader. Each submitted video will be embedded on the student’s Speedgrader page. The instructor can review the video, add comments and a score.

Other video response opportunities

You may also want to consider other opportunities for a student to provide a short media response. Is there an opportunity in a discussion or an announcement for a student to provide a short media response.? The Rich Content Editor (available on Announcements, Assignments, Discussions, Pages and Quizzes) allows students to record or upload a short video and/or audio media. Video and audio uploads to Canvas can be up to 500 MB. Media recording submissions are not downloadable.

Upload/Record Media

Additional guidance on video assignments

Not sure where to start with incorporating videos assignments into your course content? Or maybe you have some questions about setting up the assignments….if so, feel free to reach out to elearning@mtu.edu or contact the CTL at 7-3000.

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October

Published

CTL Coffee Chat: Planning for Regular and Substantive Interaction in All Classes
Thursday, October 14, 2021

As we pivoted to remote teaching, many of us completed courses in online teaching.   The U.S. Department of Education requires that all online courses using federal financial aid “ensure that there is regular and substantive interaction between students and instructors.”   But now that most of us are back to in-person teaching, it’s worth asking: what if we applied the same standard to face-to-face courses?    In this workshop, we’ll dig into these definitions and try to answer that question.  We’ll also explore ways to initiate “regular and substantive interactions” with all of your students, regardless of the course size or instructional mode.  Participants who wish to attend remotely should indicate this in the comments of their registration.   

To attend this event register here

CTL Instructional Award – Large Class Teaching: Andrew Galerneau and Teresa Woods
Tuesday October 19, 2021 at 3:45PM

Teresa Woods
Title:  Tend to the Basics, and Find Your Own Shtick!

Abstract:  Whether you are cooking, playing basketball, teaching, or doing countless other activities, careful execution of the basic skills often leads to success.  When I reflect on my own teaching, I don’t see a lot of razzle dazzle, but rather a fierce commitment to aligning learning objectives, learning activities, and assessment (the basics of good teaching).  In this presentation, I will outline my course design and planning routine to illustrate how I accomplish this alignment for a large section linear algebra course.  I’ll also share how over the years I’ve grown confident being myself in the classroom, rather than trying to imitate others who have inspired or impressed me.

Andrew Galerneau 
Title: Using Gamification for Teaching Difficult Topics

Abstract: As students, we have all had that one class, the “why am I here, and do I really have to do this?” class. Fast forward a few years later, and some of us are lucky enough to teach one of these classes. When I first started teaching organic chemistry, I endeavored to not repeat the mistakes I perceived of my professors when I was an undergraduate student. Drawing from personal experiences and information learned from CTL workshops, I utilized Just-in-Time Teaching (JiTT) and small group work to facilitate learning and engagement with the curriculum during my first teaching assignment. Despite any success I had in the first year, I believed that entire experience could still be more engaging. Based upon lessons learned from modern video games, I gamified my organic curriculum the following summer. The level of engagement and attitudes of my students shifted dramatically, and I have since fully committed to this course structure to date. I look forward to sharing my gamified curriculum design, and the lessons that I have learned in the previous decade.

To attend this event, please register here.

CTL Technical Workshop: Creating Accessible Documents in Microsoft Word or Google Docs
Tuesday, November 2, 2021

Workshop details: What does it mean to create an accessible document?  Why is it important? How can you create accessible documents from scratch or remediate existing documents to improve accessibility?

In this workshop we will review the most common issues that can introduce digital barriers in documents including headings, lists, links, tables, images, and color use considerations.  We’ll also review the tools available in Microsoft Word or Google Docs to ensure your documents are structured for accessibility, how to check for errors, and how to export accessible PDF versions of your documents.

Computers will be available during the workshop to try out the tools in either Word or Google Docs.  Feel free to bring your own documents to work with during the workshop.

To attend this event register here.

CTL Coffee Chat: Computerized classroom testing: infrastructure, ideas and best practices
Thursday, November 4, 2021 3:30 PM

During remote teaching, many instructors learned how to leverage Canvas or other computerized tools for quizzes and exams. These tools offered advantages like automatic grading, the use of question banks, and the ability to easily randomize correct answers to increase integrity. Remote proctoring, meanwhile, offered significant challenges.  As we’ve returned to the classroom, infrastructure has been put in place to allow computerized testing in university classrooms. This allows more conventional proctoring while taking advantage of the efficiencies and higher integrity of computerized exams.  In this session, we’ll explore that infrastructure and best practices for giving computer-based exams and quizzes in classrooms.

To attend this event register here.

CTL Instructional Award – Curriculum Development or Assessment: Todd Arney, Senior Lecturer in Applied Computing and Paul Sanders, Patrick S. Horvath Endowed Professor in Materials Science
Tuesday, November 9, 2021 3:45 PM

Todd Arney
Title: The challenge of making complex topics accessible and engaging to a broad audience

Abstract:  Sometimes, what starts as a simple question or task, turns into a lengthy and involved procedure or explanation that diverts us away from our original goals. For example, when someone asks a question like “Why isn’t my phone working?” what they are actually asking is, “What is the simplest way to get my phone working?”. In academia, so much time is spent on the nuances and intricacies of “Why” we sometimes lose sight of the question “What is the easiest way to explain this?” – especially to an audience unfamiliar (or frankly uninterested) with the topic. Recently, I had the opportunity to work with faculty in the College of Engineering (Civil, Environmental, and Geospatial Engineering) and bring concepts from the College of Computing (Applied Computing) to one of their “Water Resources System Modeling and Design” classes. The task became: “How could I take complex topics like cybersecurity, cyberethics, virtualization, the Linux operating system, and computer networking and distill them down to the bare essentials and make everything accessible (and engaging) to non-technology classes and students?” In this presentation, I’ll share what I did, why I did it, and how it was received.

Paul Sanders
Title: Advanced Tools for Undergrads: Using Material Design to Teach Materials

Abstract: Many engineering students progress through the curriculum by learning the content of each course sequentially but not quite seeing the big picture. The Capstone Senior Design experience is a place where the big picture could come into focus, but often it does not. The field of view expands so fast that it can be overwhelming. There needs to be a stepping stone between semester-size courses and real-world engineering. This reality led to the development of a design methods course that is greater than the sum of the parts. It uses graduate level and beyond tools to integrate many parts of the curriculum in a way that is comfortable and engaging. By simplifying the concepts and teaching the course as an example design project using advanced tools, the students begin to see how pressing engineering challenges can be solved by design methods outside the traditional box.

The format of this presentation will be a journey of personal discovery, or perhaps more honestly, how others who had the vision showed me how this was possible in an undergraduate setting. I’m standing not quite on the shoulders of giants, but rather on the shoulders of many competent educators and one expert who tricked me, and I refer to him as the “accidental mentor”.

To attend this event register here.

CTL Technical Workshop: Creating Accessible Documents in Microsoft Word or Google Docs
Wednesday, November 10, 2021

Workshop details: What does it mean to create an accessible document?  Why is it important? How can you create accessible documents from scratch or remediate existing documents to improve accessibility?

In this workshop we will review the most common issues that can introduce digital barriers in documents including headings, lists, links, tables, images, and color use considerations.  We’ll also review the tools available in Microsoft Word or Google Docs to ensure your documents are structured for accessibility, how to check for errors, and how to export accessible PDF versions of your documents.

Computers will be available during the workshop to try out the tools in either Word or Google Docs.  Feel free to bring your own documents to work with during the workshop.

To attend this event register here.

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Gathering course feedback

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A good time to evaluate how your course is doing is in the fourth or fifth week of the semester. Both the Provost and the University Senate (Policy 505.1) advocate for distributing an Early Term Survey. The Early Term Survey provides students with a formal mechanism to give constructive feedback early in the teaching term. Feedback identifies for the instructor ways that the course can be improved moving forward. Examples of a course improvement might include additional study materials or varied methods for a classroom presentation.

Early Term Survey provided in Canvas courses

It is recommended that the Early Term Survey contain three standard questions as outlined in the Policy 505.1 details. To save faculty time in creating a survey each semester, an Early Term Survey is pre-loaded into each Canvas course at the beginning of the semester. The Early Term Survey is located under the Surveys module. The survey is pre-populated with the three standard questions (as outlined in the Senate Policy) and is designated as ungraded and anonymous.

Example Early Term Survey in Canvas

Instructors can add additional questions to the survey if they would like. Our Knowledge Base article entitled, “Adding Questions to the Early Term Survey” will provide you with the details. Remember to publish the survey when it is ready!

Early Term Survey Results

After students have had some time to complete the survey, the instructor can view the results in a couple of different ways. You can view the survey results and the individual responses by selecting Show Student Survey results located within the survey. Or you can select the Survey Statistics in the right sidebar of the survey. The Student Analysis option (within survey statistics) will allow you to download a CSV file containing all responses received from the students.

Implementing student feedback

It is essential that you summarize and respond to the feedback provided.  This can be done briefly in class or even by e-mail a day or two after the survey closes.  Above all, it is especially important to respond to anything you hear multiple times.  If you are unable to make suggested changes, tell students why.  It’s important to show you’ve considered their feedback and are thoughtful about the organization of your course.  Also, if you can act on their suggestions, let them know how you plan to adapt and why you’re making the change.

Additional Support

If you have further questions about administering the Early Term Survey or would like to discuss ways that you can successfully apply the feedback to your course, feel free to reach out to the Jackson Center for Teaching and Learning at 487-3000 or email us at elearning@mtu.edu.

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iClicker and student engagement

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As we return to in-person learning, many faculty are pursuing ways in which they can engage students in the learning process. One effective approach is to poll students during a live classroom session. A short poll midway through a lecture allows the instructor to gauge comprehension of course content or receive student input. Michigan Tech currently supports iClicker Cloud software to conduct polling in an effort to increase student engagement. The software allows instructors to summarize, share and react to student responses. Points can be applied based on participation or correct answer responses. Students can participate in the polling sessions by using their mobile device or laptop.

Getting Started

Are you interested in polling your classes but not sure where to start with using iClicker? You can get started by downloading the iClicker Cloud software and establishing a free instructor account and creating an iClicker course. I would also encourage you to review the CTL webpage for more info on Student Polling.

Now that you have downloaded the software and established your iClicker course, the next step would be to pull your Canvas course roster into iClicker Cloud as well as become familiar with how to sync your iClicker Cloud grades to your Canvas gradebook. You can reference the iClicker Instructor Guide for further details. Linked below is a great video that summarizes the entire process from downloading the software to running a classroom poll to how students respond on their devices.

Overview of iClicker Cloud and polling

Play 2021 iClicker Cloud Full Training video
Preview image for 2021 iClicker Cloud Full Training video

2021 iClicker Cloud Full Training

iClicker question types

If your students are using the iClicker Student app on a mobile device or laptop to respond, you have a great deal of freedom in the types of questions that you are able to ask. iClicker offers multiple choice, short answer, numeric and target type questions. You may want to review our previous blog post on iClicker Question Types for more details. If you have students who are still using the physical iClicker device, you will want to limit your question type to only multiple choice.

Taking iClicker to the next level!

Interested in using iClicker beyond just classroom polling? iClicker recently introduced the iClicker Assignment feature. The Assignment feature allows instructors to upload pre-authored questions on the iClicker Cloud instructor website. Students are able to respond to Assignments in the iClicker Student App at their own pace. iClicker has a wealth of great Knowledge Base articles on Assignments and best practices to incorporate them into your courses.

Reach out to us!

If you are interested in finding out more about using iClicker in your classroom or have questions about setting up the iClicker cloud account, feel free to reach out to us at elearning@mtu.edu.

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Need help grading?

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Are you teaching a large class section this semester and feeling overwhelmed by all the assignment submissions that need grading? MichiganTech has recently added Gradescope to its list of university-supported EdTech Tools. Gradescope is an AI-assisted grading tool. It is designed to help the instructor efficiently grade assessments while still providing detailed feedback. Gradescope can support variable-length assignments such as homework problems as well as fixed-template assignments such as worksheets and exams. Gradescope easily links with Canvas allowing you to set up Gradescope assignments that students can access via your Canvas course. The scores from Gradescope assignments can sync to your Canvas gradebook. Instructors have commented that Gradescope has cut their grading time in half!

Interested in getting started? Follow this KnowledgeBase article that will provide guidance on logging into Gradescope and setting up a Gradescope course.

Photo courtesy of Pexels.com (Lum3n)

Gradescope Assignment Types

So, now that you have logged into Gradescope and set up a new course, lets take a look at the various assignment types that can be created in Gradescope:

Homework & Problem Sets — supports variable length assignments such as handwritten homework problems. It is designed to allow the students to submit their work to Gradescope. Our Gradescope – Homework & Problem Sets article provides additional details to assist you in setting up this type of assignment.

Exams & Quizzes – this assignment type allows the instructor to upload the blank copy of the exam and create an outline that defines the details of the exam such as question regions and question point values. The completed student exams would be collected by the instructor and scanned into Gradescope for grading. Our Gradescope-Exams & Quizzes article goes into further detail.

Programming Assignments – This assignment type allows students to submit code projects which can be automatically graded with a custom written autograder or (if you prefer) you can manually grade the code project using the traditional gradescope interface. You will want to reference our Gradescope – Programming Assignment article for information on how to set up the autograder feature.

Linking your Canvas course to Gradescope

Once you have your Gradescope course and assignments defined, you will need to be sure to link your Canvas course with your Gradescope course and sync your roster so that grades from assignments can be pulled into your Canvas gradebook.

Grading Assignments

We have finally reached the point where you can see the benefits of Gradescope — the grading of the submissions! Once the submissions are scanned in by the instructor or submitted by the student, you are ready to grade by applying the appropriate points and comments to the submissions. Before you get started on grading that first stack of assignments, you may want to reference Gradescope’s tutorial on this process.

Follow up with us!

If you would like to discuss Gradescope in more detail or just want to let us know how Gradescope is working for you….please reach out to us at elearning@mtu.edu or call 7-3000.

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Starting the semester!

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Image courtesy of Pexel.com ( Tiachard Kuntanom)

With the start of another semester underway, you are probably busy getting your courses set up in Canvas, recording your introductory video in Panopto-Huskycast or figuring out how best to incorporate iClicker, Turnitin or Gradescope into your courses. Has it been some time since you used these tools?… (or maybe you never have!) and you have several questions about set up. Well, you are in luck, this blog post will link you with some great previous posts and resources to get you back up to speed on the educational technology supported by Michigan Tech.

I would like to begin by referencing a great blog post we did (not that long ago) where we compiled all the support resources for EdTech Tools into one table. Check it out! It should save you some time searching around for answers to those questions that you only seem to ask yourself at the start of each semester.

Michigan Tech Basic Teaching Tools Course

Are you new to teaching or in need of a refresher on the basics of Canvas, Panopto-Huskycast or Zoom? Curious to find out more about iClicker, Turnitin or Respondus Lockdown Browser? The CTL recently launched a new self-paced course intended to strengthen your knowledge of the three most frequently used blended course delivery tools (Canvas, Panopto-Huskycast and Zoom) along with several other tools we support. You can self-enroll in the course with this link to the Michigan Tech Basic Teaching Tools Course. You are welcome to work through only the modules that interest you or the entire course! The CTL is also offering a 30 min. consultation at the end of the course to follow up with a course facilitator on any additional questions you may have.

Moving beyond the basics

Are you already savvy in Canvas, iClicker or Huskycast and want to know if there are any unique new features that have recently been added? Great news from Canvas for instructors who would like to be able to hand back an assignment to a student and allow them to revise their work and resubmit. The feature is known as Submission Reassignment and it basically allows the instructor to reassign an assignment (with a due date) back to an individual student and ask them to redo their submission. Our blog post this past spring entitled, “Speedgraders latest feature!” outlines the details.

Are you using iClicker and wish you could take it beyond the classroom? Be sure to check out this blog post on the Assignment feature in iClicker.

If you are busy using Panopto-Huskycast to record great videos within your classroom, office or lab setting for your students, I would recommend you check out our post about the Three Huskycast features you should know about. There are some great details in this post on how to set up a video assignment or embedded quizzes.

Reach out to us!

If you still have some unanswered questions about the EdTech tools that Michigan Tech supports, feel free to reach out to us at elearning@mtu.edu or 487-3000. Have a great semester!

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September

Published

Center for Teaching and Learning bring back the Coffee Chat, Thursday September 16, 2021 at 4:00 PM

Student Mental Health continues to be a significant concern to front-line instructors.   The new My SSP  (student support program) app is just one of many excellent resources to help instructors help students stay well and address mental health concerns.  In this coffee chat, we’ll review these resources, then apply them to a variety of common student mental health situations.   Those planning to attend (remotely or in person) are asked to register and to watch the above-linked video prior to the event. . (Video duration: ~20 minutes) 

This event can be attended via zoom or in person. Please register here and indicate how you will be attending.

CTL Instructional Award: Innovative or Out of Class Teaching: Smitha Rao, Thursday September 23, 2021 at 3:45 PM

The CTL recognizes, from those nominated via the Deans’ Teaching Showcase, instructors who make contributions in large class teaching, out of class or innovative teaching, and curriculum development or assessment. This year, Smitha Rao, Assistant Professor in Biomedical Engineering, has been selected to receive the CTL instructional Award for Innovative or Out of Class Teaching. The abstract for her presentation, entitled “Reaching out to Student Researchers: An ‘old’ mentor’s journey” is below. Following her presentation, Smitha will be recognized formally. We hope you can join us for this event! To register, click here.

ABSTRACT: As a newly minted faculty, the harshest reality I had to face was that the students saw me as a “mentor.” (I soon learned this was code for “old”!) I found that I had to remind myself (repeatedly) that my undergraduate students had only recently completed high school. Not only was I not a peer, but the age gap seemed to grow (sigh!) and become a huge problem. How would I reach across this chasm? In this presentation, I’ll explore the solutions I have found. To seek common ground, I work to challenge student curiosity, engage them through opportunities in the lab and encourage them to take ownership of their work. I will share things I have tried and ideas I have learned as I work with graduate and undergraduate researchers. I hope the presentation stimulates dialog so we can all continue to learn and grow and rely on these combined experiences as we engage with more students.

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