Tea & Teaching

 As instructors, we have all heard generalizations about student engagement and attitudes toward learning. Many of us have wondered if students actually read the syllabus, if they are using AI to complete their assignments, and why so many of them seem less engaged in coursework. Together, we will ask students themselves about their experiences and perspectives around common assumptions like these.

A conversation on the rationale behind crafting assignments that ask students to apply key concepts to new, often “real world”, complex tasks. Karen will share the key characteristics of these assessments, such as collaboration and metacognition, and discuss both the benefits and challenges of designing and implementing them. We will look at frameworks for designing authentic assignments and discuss ways to translate traditional paper formats and exam questions into engaging, authentic assessments. 

A conversation on the changes they've implemented to the first-year writing course, "College Writing." Jonah and Lynda will consider the question: "What is college writing?" and discuss the ways in which their newly designed course helps students to better build upon their pre-existing writing skills to become stronger critical thinkers and communicators.

 A conversation about ways to facilitate student engagement and prevent instructor burnout in high enrollment courses. Some of the key takeaways from the discussion included:

• Mai shared how she flipped her class by recording her lectures before the students come to class (using playposit to embed interactions) and creates a problem set for the students to work on collaboratively when they come to class. It’s amazing to hear them talking about science!
• When asked how students are responding to these changes, Mai shared students are not used to this type of classroom environment but they are coming to class! They know they will work through important content in class.
• Mai structures “planned discomfort” into her classroom activities. She presents students with a document, image, etc. that they haven’t seen before and asks them to fill in information about the document. Mai emphasizes there are no wrong answers, every idea the students bring to the table leads to a conversation where misconceptions can be corrected.
• Mai streamlines grading for a large class using Gradescope. This tool grades multiple choice questions automatically and streamlines grading of open-ended questions and allows you to grade each question one-by-one and organizes it based on common answers. For short answer questions she can see patterns in student answers and misconceptions they hold which helps her structure her follow up to the exams.
• When asked how students are impacted by all these changes (flipped classroom, playposit, Gradescope) Mai shared that her students are more engaged with the course content. They are talking about genetics and they are asking questions! And student grades have improved too compared to previous semesters.
• When asked what advice Mai has for small implemental changes for large lecture classes she suggested trying to flip one lecture and establish group work for the in-class time. Mai encouraged us all to try one new thing each semester!
• For those interested in learning more about Gradescope, they have some upcoming webinars.

A conversation about strategies that she employs to help her students develop metacognitive skills. Some of the key takeaways from this discussion included:

• Christine shared how she uses exam wrappers and goal setting to foster metacognitive skills with her students. In short, the day after an exam, before the exam is returned to students, Christine picks out three “common mistake” exam questions and adds them to a Canvas quiz. The goal is for students to 1) review the content of these questions since many got them wrong and 2) to reflect on how they prepared for the exam, predict how they did on the exam, and reflect on what they will do differently next time. These exams wrappers are required and graded. This process is repeated four times in her class after each exam.
• Beyond how this impacts student metacognition, one additional benefit Christine has found from exam wrappers is that it encourages her own metacognition about teaching! Through her students' reflections she has a chance to reflect on ways she can improve her teaching, too.
• An audience member reminded us that students can be resistant to these strategies at first, because learning is hard, and these strategies help you learn.
• Another audience member wondered if students will transfer these skills and the exam wrapper process to their other classes.
• In that vein, Christine shared she uses padlet to create a wisdom wall at the end of the semester for future General Chemistry students but is thinking about other ways to more directly help students bring these skills to their future classes.

A conversation about strategies that she employs to help her students develop metacognitive skills.

Ways to frame and leverage AI in the classroom. Some of the key takeaways from this discussion included: 

• David and Sam both shared their findings from student focus groups on AI. Some key takeaways were: not to assume that all students were using it and that many students were skeptical, if not totally dismissive of AI. We discussed the importance of talking to your students about AI. Share your feelings but ask them about their experiences and communicate clear expectations about how students should or should not use AI in your classroom.
• Some learners like to use AI technologies as a “tutor.” Students reported feeling embarrassed to ask multiple questions to their instructor and that asking questions to a machine made them feel more comfortable. If you’d like to give your learners the opportunity to ask you multiple questions, you might consider letting them ask questions anonymously. Piazza is a tool you can enable in Canvas to do this.
• In discussing the use of detection tools for AI technologies, David reminded us that there are many concerns with their effectiveness and bias. Preliminary research suggests that there are many false positives for English language learners and neurodivergent learners, among other concerns. An audience member shared an article that details this for non-native English writers.
• We also considered how AI technologies may be a part of our students lives when they enter the workforce, and therefore we discussed how using AI technologies in class might be an equity enhancing opportunity. An audience member chimed in sharing an article about how AI technologies are heavily used in writing-oriented professions now. AI companies are now focusing on improving the creative capacity of generative AI, as well as its language capacity.

A conversation with Eliza Blau and Pauline Carpenter, Instructional Design and Technology Specialists  on fostering a sense of belonging in your classroom. 

In case you missed it, here are a few resources that were shared during the conversation: 

• The Norton Guide to Equity Minded Teaching (which is free for educators) and Geoff Cohen, a social psychologist, discusses The Crisis of Belonging on the Harvard Graduate School of Education’s podcast.
• To learn more about connecting with your online students check out Rebecca Glazier’s book, Connecting in the Online Classroom.
• A practical way to get to know your learners and begin to foster a sense of belonging is to ask them to complete a Pre-Course Survey. The Who’s in Class Form is one example that can be adopted to your needs.

An interactive conversation with Musu Davis, Administrative Dean/ Director of SAS Honors Program about inclusive approaches for supporting academically talented students.

A conversation about neurodiversity with Christopher Manente, Executive Director for the Rutgers Center for Adult Autism Services (RCAAS) and Clinical Associate Professor in the Graduate School of Applied and Professional Psychology (GSAPP)

An interactive conversation with Maurice Elias, Professor of Psychology and Director of the Rutgers Social-Emotional and Character Development (SECD) Lab about Social Emotional Learning (SEL).

An interactive conversation with Lynda Dexheimer, Executive Director, Rutgers Writing Program and Nicole Houser, Associate Teaching Professor, Department of English about grading and providing student feedback

A conversation with Sheila Tabanli, Assistant Teaching Professor, Department of Mathematics about ways to support student learning with principles from the Science of Learning.

A conversation with Carlie Andrews, Senior Director of the Office of Disability Services, and Asa Rennermalm, Associate Professor & Undergraduate Program Director of Geography, about ways to make your classroom more accessible and inclusive. 

A conversation with Sylvia Chan-Malik, Associate Professor, Departments of American Studies and Women’s, Gender, & Sexuality Studies and Tia Kolbaba, Associate Professor, Department of Religion, about how they approach discussing difficult subjects in their courses.

While many of us teach topics that may be challenging for students to encounter, even those who do not might find themselves needing to confront the reality of current events that affect our students' lives. Sylvia and Tia will share the ways in which they address topics that might be activating or upsetting to students and discuss how they help support students in learning through these difficult moments.

A conversation with Pauline Carpenter, Instructional Design and Technology Specialist, SAS Office of Undergraduate Education, about how we can implement some inclusive teaching strategies in the first few weeks of the semester for both in-person and online courses. Register for Tea & Teaching here.

Fostering a sense of belonging supports student learning and can be implemented even before the semester starts. Pauline will share strategies to develop an inclusive classroom community, including personalizing the Canvas space, engaging students with the syllabus in meaningful ways, and facilitating welcoming course introductions.

Resources: 

For more information about syllabus language and statements see:

SAS sample syllabus link is on this page
Erica Lucci shared this book, which has a sample welcome message in the appendix
Syllabus rhetoric
Growth mindset and belonging syllabus language
Equity-minded syllabus review guide

For more information on Pre-Course Surveys:

Sample pre-course survey
Sample non-anonymous pre-course survey from Michelle Pacansky-Brock (Links to an external site.)
Sample anonymous Who's in Class form from Lafayette's Center for the Integration of Teaching, Learning, and Scholarship

Additional Resources:

The MOOC research Pauline cited
Transparency in Learning and Teaching in higher education: TiLT in higher ed
Student Experience Project First Day Toolkit shared by Susan Lawrence
Courtney Sobers shared these introductory activities
Sharon Stoerger shared these icebreaker ideas from Michigan

For more Information on the Inclusivity Series:
OTEAR’s webpage on the Inclusivity Series

A conversation with Haruko Wakabayashi, Associate Teaching Professor, Asian Languages and Cultures, about how she uses Google Sites to increase student engagement with both course content and their peers. Haruko will share with us examples of student work from her “Rutgers meets Japan: Revisiting Early U.S.-Japan Encounters” and her 400-level course “Advanced Readings in Japanese” most specifically, a student-designed virtual exhibition and a collaborative student-generated website put together by students studying both here and in Japan. Together, we will explore the pedagogical possibilities of using Google Sites across disciplines and in language teaching. We will consider how digital tools can help bring students together across the globe, and brainstorm ways to leverage this tool to give students practical digital skills that support their mastery of course content.

A conversation with Brian Dashew, Assistant Professor of Practice, Adult and Continuing Education, Graduate School of Education about how he has co-created an online community of inquiry with his students. Brian will tell us more about the design of his course “Developing a Digital E-Learning Environment” and how he has centered student perspectives as co-designers of course learning goals, participation guidelines, grading schemes, and tools that they can use in their investigation of course content. Focusing on the asynchronous online experience, we will explore what a co-designed, student-centered community of inquiry looks like and the rationale for centering student perspectives in the course design process. Together we will examine how these strategies might transfer to other courses, both online and in person, and discuss how to employ these strategies with an eye toward equity and inclusion.

A conversation with Mary Emenike, Assistant Professor of Professional Practice, Department of Chemistry and Chemical Biology, about the pedagogy behind her “Introduction to Chemistry Education Course.” Mary will tell us more about the Chemistry department’s undergraduate teaching intern program which provides students with an opportunity to gain valuable experience teaching their peers. Together we will discuss how she “teaches the teachers” exploring the topics she includes, her peer observation and transcript analysis assignments, and transferable takeaways from her course that can be applied across disciplines.

A conversation with William Pagan, Acting Associate Vice President for Online Programs, Teaching and Learning with Technology on various in-class polling systems and how they can be leveraged for increased student engagement. William will provide a brief introduction to the capabilities of tools like iClicker, TurningPoint, Top Hat, and Poll Everywhere. Together, we will discuss areas of overlap, distinct differences, available question types, pricing, compatibility with Canvas, and how they can be used to promote active learning.

A conversation with Michelle Shostack, Assistant Dean and Director of the SAS Educational Opportunity Fund (EOF) Program on how EOF works to provide a more equitable educational experience for its students. Michelle will tell us more about the EOF Program at Rutgers, how students are selected, and what kinds of support they receive in their studies. Together, we will discuss students’ challenges, strategies that she has found to be successful in supporting student success, as well as the incredible results the SAS EOF Program has had over the last few years!

A conversation with Francesca Maresca, Interim Assistant Vice Chancellor for Student Affairs - Health & Wellness on the important topic of supporting student wellness. Francesca will discuss two of her current initiatives, the “Wellness Classroom” and the “JED Campus” that are designed to help instructors bring topics around wellness into the classroom and strengthen the mental-health resources on campus, respectively. Together, we will explore the importance of student well-being in supporting learning, as well as discuss current policies and wellness concerns during the Covid-19 crisis.

 A conversation with Xenia Morin, Senior Associate Dean for Learning, Associate Teaching Professor and Undergraduate Program Director of Agriculture and Food Systems, on how she implements experiential, hands-on learning in her courses. Xenia will share with us the details of the “Aerogarden” project that gave students the opportunity to care for and closely observe plant growth while learning remotely through the pandemic. Together, we will explore the pedagogical value of integrating experiential learning into our courses, discuss ways to organize and implement similar approaches, reflect on student feedback, and even engage in a close-looking exercise of our own!

A conversation with Melissa Wooten, Associate Vice President for Academic Equity, and Crystal Bedley, Director of Faculty Diversity Education and Outreach, from the Division of Diversity, Inclusion and Community Engagement (DICE). Melissa and Crystal will lead us in a discussion around bias and the ways in which it can manifest in the classroom. Together we will explore the topics of affinity bias, implicit bias, and explicit biases as well as the importance of developing an inclusive mindset and how we can work to develop this.

Resources: 

https://studentaffairs.rutgers.edu/resources/bias-prevention 

https://diversity.rutgers.edu/speakup 

https://nbdiversity.rutgers.edu/educational-workshops 

http://diversity.rutgers.edu/LinkedIn_Learning 

A conversation with Natalia Kouraeva, Instructional Designer, Teaching and Learning with Technology on key aspects of Universal Design for Learning (UDL). Natalia will focus her conversation on ways to create a more inclusive classroom by providing course content through multiple modalities and explain how this approach benefits student learning. Together, we will explore how to increase accessibility in your course design and Natalia will share some implementable strategies to bring UDL principles into your classes.

 A conversation with Nicole Houser, Associate Teaching Professor and Director of the Rutgers English Language Institute (RELI) on ways to provide students with inclusive, strengths-based feedback informed by culturally and linguistically responsive pedagogies. Nicole will explore the benefits of this approach and discuss how it differs from deficit-minded grading strategies. Together, we will discuss ways to create opportunities for students to demonstrate their communicative expertise in both multilingual and digital literacies and the responses Nicole has received from both instructors employing and students experiencing this method.

A conversation with Iris Zipkin, Assistant Dean and Director of First-Year Advising, on ways to support first-year students, especially as we return to fall amid such unusual circumstances.

Iris will share with us information from the newly designed “tool kit” for faculty and staff that includes information about the challenges this class is facing, as well as a resource guide with information on advising, tutoring, counseling, and more. Iris will discuss with Jenevieve what she and campus partners learned from these students as they worked with them through the summer and during the add/drop period.

A conversation with Shan Reeves, Community Based Counselor for Graduate Programs and Honors College through Counseling Alcohol and Other Drug Assistance Programs Psychological Services (CAPS), on ways instructors can support student mental health this coming fall semester. Shan will share with us some of what he has learned from students about their psychological well-being during the pandemic as well as his concerns about the new challenges students face as we return to an uncertain fall.

An important conversation with Kaylin Padovano, LMSW, Faculty and Staff Training Coordinator for Rutgers’ Enhancing Victim Services project, on the role faculty and staff play in ending interpersonal violence on campus. Many Rutgers students experience sexual and dating violence prior to and since arriving on campus, with LGBTQI+ students particularly at risk. However, most are not aware of campus resources and tend to disclose to informal sources at higher rates—including trusted peers, professors and other university staff. Kaylin will discuss the results of the 2018 campus climate survey on sexual violence and harassment, responding to student disclosures and utilizing campus resources.

A conversation with Kristen Syrett, Associate Professor and Undergraduate Program Director in the Department of Linguistics, on strategies to build inclusive communities in the classroom, the department, and in your respective fields. Kristen will share with us the many activities, mentoring opportunities, and moments of connection she has built into the department’s relationship with its majors, as well as key ways she uses group work and outreach in her assignments to build community. Together, we will explore the importance of building space for inclusive communities and brainstorm ways to implement this into your own courses.

A conversation with Mary Labrada, Senior Instructional Designer, Teaching and Learning with Technology on the culturally responsive practice of "counter-story telling.” Mary will discuss the vital importance of giving space to non-dominant narratives in our courses and the way in which this practice promotes an equitable learning environment. Together, we will explore strategies for engaging in these narratives, creating space for critical student reflection, and implementing equitable and inclusive teaching practices in our courses.

A conversation on transparency in teaching and learning with Pauline Carpenter, Instructional Design and Technology Specialist. Pauline will discuss the value of transparency in course design, assignments, and in providing effective feedback. Together, we’ll discuss ways to make learning explicit and explore how being transparent with policies, learning goals, and constructive comments can create a more equitable learning environment for all students.

A conversation with Susan Lawrence, Vice Dean of Undergraduate Education and Associate Professor of Political Science. After a year and a half of remote learning conditions, Susan will share with us her perspectives on this year in review. Together we will explore some of her biggest takeaways and reflect on both the challenges and new perspectives learned during this time of incredible difficulty.

A conversation with Mary Labrada and Dena Novak, Senior Instructional Designers from Teaching and Learning with Technology on using the Canvas Groups feature. Mary and Dena will share a brief overview of the Groups feature on Canvas, including how to set up, manage, and assign work and discussions to student groups, as well as how to grade student submissions. Together, we'll discuss best practices for using Groups in Canvas and ways to facilitate effective collaboration to increase engagement and support equitable participation. We hope you'll join us for this informative conversation.

A conversation with Pauline Carpenter, Instructional Design and Technology Specialist. Pauline will share with us some key elements of “Design Justice” a framework that can be applied to course design that prioritizes individuals traditionally marginalized in higher education. Together we’ll discuss how to build inclusive classroom communities, how to involve students in the course building process, and how to provide useful feedback to enhance student learning. Whether you’re thinking about your current course or planning for next fall.

A conversation with Christina Chisholm, Director of the Ronald E. McNair Postbaccalaureate Achievement Program. Christina will tell us more about the McNair program's efforts to support low-income, first-generation college students and students from underrepresented racial or ethnic groups in pursuing graduate education. Together, we'll discuss what she's learning about advising students through the graduate application process during the pandemic, ways that we can best advise students interested in pursing doctoral degrees, and how we can encourage students to pursue their educational goals by examining a multitude of potential career paths.

A conversation with Dena Novak, Senior Instructional Designer and Faculty Development Coordinator, from Teaching and Learning with Technology on Canvas Assignments. Dena will share a brief overview of the Assignment feature on Canvas, including key settings, how to create and publish different types of assignments, and the relationship between the Assignments and Gradebook tools. Together, we'll discuss best practices on how to frame assignments in ways that increase student engagement and support student learning.

 Resource:

https://help.canvas.yale.edu/m/55452/l/914647-anonymous-grading

A conversation with Teresa Politano from the Office for Faculty Development about her office’s resources to support Part-Time Lecturers. Teresa will share specifics about the PTL advancement process and discuss workshops, writing support, and other professional development offerings provided by her office.

 Resources

For more information about the Professional Development Fund:

https://academicaffairs.rutgers.edu/part-time-lecturer-support

A conversation with Alec Walen, Professor of Law and Philosophy, and Director of the Program in Criminal Justice about his experience teaching with podcasts. Alec will discuss how his assignment of creating a podcast supported students in achieving course learning goals and encouraged them to engage deeply with research in ways distinct from the traditional research paper. Together, we will discuss both the practical aspects of implementing such an assignment and listen to snippets of Alec’s reflective “meta-podcast” that features both student interviews and portions of their own work.

Resources

To listen to Alec's Metapodcast click here:
https://anchor.fm/alec-walen/episodes/Metapodcast-teaching-with-podcasts-eqfdau

Rutgers Library Podcast Resources: https://libguides.rutgers.edu/fordham/podcast

Links for free music for podcasting:
https://www.buzzsprout.com/blog/free-music-for-podcasts
https://soundscrate.com/
https://freesound.org/

A conversation with Rob Scott, Associate Professor of Anthropology and Undergraduate Director, about ways he employed the tool VoiceThread in his Xenoanthropology course last fall. Rob will share how he leveraged the tool to foster student engagement and facilitate active learning and student-student interaction. 

 A conversation with Justin Kalef, Assistant Teaching Professor of Philosophy and Director of Teaching Innovation about strategies he employs to promote student autonomy and interaction in his online Logic course. Justin will share how he uses a collaborative flipped classroom model to allow students a self-paced way through the course with ample opportunity for teamwork and cooperation. Together, we will explore how his newly designed grading-scheme and highly interactive course design help encourage student learning.

 A conversation with Donna Gustafson, Interim Director, Curator and Director of Academic Programs and Amanda Potter, Curator of Education and Interpretation at the Zimmerli Art Museum. While the museum remains physically closed, it is virtually available to you and your students! Together, we will explore interdisciplinary ways to use the museum’s collection as a teaching resource, as well as highlight ongoing virtual programs and ways for you and your students to be involved, especially their new Student Guide Program.

Resources

Video tutorial on how to use eMuseum

eMuseum

A conversation with Michael Weingart, Teaching Professor of Mathematics, about his experience last fall using mastery based grading, a technique that gives students incentives and opportunities to correct mistakes and work toward clear understanding of whole topics. Reflecting on last semester’s experience, Michael will share with us his main takeaways from employing this approach including, how to best define grading benchmarks, how to incorporate learning goals directly into assessment, the effects of individualized feedback on student success, and the ways in which this practice helps to create a more equitable learning environment for students

Resources

Course Site: https://sites.rutgers.edu/michael-weingart/resources/

Start the new semester off with a conversation with Eliza Blau, Instructional Design and Technology Specialist, about the six best practices for organizing your course in Canvas. Eliza will share with us a model course template and together, we will explore some of Canvas’s key features, as well as pitfalls to avoid!

 A conversation with Jakora Holman, Director of the Paul Robeson Cultural Center, about ways to support students and promote equity and inclusion in our classes. In her work directing what is widely recognized as one of the first Black college campus cultural centers in the United States, Jakora will share with us what she's learning from the students in her community about their experiences both in and out of the (virtual) classroom.

A conversation with Beth Tracy, Senior Director, Rutgers Office for Faculty Development on the timely topic of faculty and instructor burnout. Beth will share with us some of the common experiences she encounters in her work, as well as strategies to help manage the stress and exhaustion we face at the end of the semester, particularly in our isolating, remote conditions.

Resources

PTL support: https://academicaffairs.rutgers.edu/part-time-lecturer-suppor

Other Writing support: https://academicaffairs.rutgers.edu/writing-support

Home page: Rutgers Office for Faculty Development

Postdoc office (not part of Office for Faculty Development, but both report to EVPAA) https://postdocs.rutgers.edu/

A conversation with Chris Drue, Associate Director of Teaching Evaluation, Center for Teaching Advancement & Assessment Research about Student Instructional Rating Survey (SIRS) course evaluations. Together we will discuss both ways to encourage student engagement and increase completion rates, especially in our remote environment, and ways to use the results to inform your teaching for next semester. Join us with your questions and concerns.

 A conversation with Charles (“Chaz”) Ruggieri, Assistant Professor of Professional Practice, Department of Physics and Astronomy, on his use of open educational resources (OERs) in lieu of the standard textbook in introductory physics courses. Together we will discuss the student-centered rationale for making such a change, including findings from Chaz’s recent study on student attitudes toward both textbook and online resources. Regardless of discipline, come and bring your questions about how to implement similar resources in your own class and as always.

Resources

Students’ use and perception of textbooks and online resources in introductory physics

 A conversation with Jennifer Lenahan Cleary, Director of the Career Explorations in Arts and Sciences Initiative in the Office of Undergraduate Education, on how to help guide students as they think about life after Rutgers. Together, we’ll discuss strategies to encourage students to think broadly about potential career paths, especially in light of the complicated pandemic-job market and ways to make sure that our guidance is supportive, inclusive, and transparent. Just in time for next week’s Career Week and Major/Minor fair, bring your tea and join us for this important discussion on how to support your students.

A presentation on “Rituals and Rubrics.” Together, they will explore how to craft and implement effective rubrics for individual assignments, at both the course and program level. We will discuss tips and tricks to make the process effective, efficient, and not a Halloween horror story!

 A conversation with Marc Muniz, Assistant Research Professor in the Department of Chemistry and Chemical Biology on how to craft effective multiple-choice questions that elicit critical thinking and support your course learning goals. Together we will discuss how to design questions with both equity and academic integrity in mind, as well as how to reflect on student responses as a valuable form of feedback.

A conversation with Justin Kelley, Assistant Dean of Students for Advocacy and Outreach and Halston Fleming, Case Manager in the Office of the Dean of Students on what steps to take when you identify students in need of additional support, particularly in our remote environment. With plenty of time for Q&A we hope you will join us for this important discussion.

 A conversation with Demetri Lallas, Assistant Director, Writing Program on facilitating asynchronous participation and conducting remote peer review. Demetri will explore strategies to encourage student engagement in online discussion forums and detail ways to structure productive and encouraging peer reviews, while reinforcing standards of academic integrity. Together we can brainstorm ways to translate these practices in our own classrooms.

 A conversation with Christie Lutz, New Jersey Regional Studies Librarian and Head of Public Services at Rutgers University Libraries. Christie will discuss the multi-disciplinary holdings of the Special Collections and University Archives (SC/UA) and ways to feature their materials in your courses. She’ll also share with us some specific assignments that illustrate how to enrich your classroom using primary sources. Together, we can discuss how to make use of this resource even in our current remote conditions.

 A conversation with Michael Weingart, Teaching Professor of Mathematics on his use of mastery-based grading, a technique that gives students incentives and opportunities to correct mistakes and work toward clear understanding of whole topics. Together we will explore how he has implemented this practice and discuss how it maintains high standards, encourages a growth mindset, and helps students remain engaged with challenging content.

A conversation on teaching with multi-media materials. She will share both strategies to incorporate more multi-media elements in your courses including using tools like Voice Thread and PlayPosit, as well as, assignments she employs like mediated speeches and “teach-backs.” Together we will explore ways to enliven your courses with various forms of media.

A conversation on online team-based, active learning strategies with Justin Kalef, Assistant Teaching Professor of Philosophy and Director of Teaching Innovation. Together we will discuss strategies for incorporating teamwork in online courses, as well as his experience using immersive experiences online. We hope you will join us for a productive conversation

A special conversation with three members of the Vice Provost for Undergraduate Education’s academic integrity working group: Christine Altinis-Kiraz, Chemistry, SAS; Mary Kate Schiff, SAS Office of Advising and Academic Services; and Mason Ameri, Rutgers Business School. Together we will discuss new resources available to faculty to help address issues of academic integrity and strategies to discourage cheating, particularly in the remote environment.

A special conversation with Corinne Castro, Senior Director for Faculty Diversity & Inclusion within the Division of Diversity, Inclusion & Community Engagement. Together we will discuss the disparities in access within our Rutgers community that recent events have brought to light. 

A special conversation with Joseph Yankus about best practices for managing asynchronous online courses. Together we will discuss tools, tips, and strategies to facilitate student engagement and deliver course content asynchronously. 

 A conversation with Christina Bifulco, Associate Director for Teaching and Learning Analytics and Chris Drue, Associate Director of Teaching Evaluation, from the Center for Teaching Advancement & Assessment Research about best practices in administering, designing, and grading online exams and assessments. Together we will discuss both tools and strategies to administer exams online as well as discuss ways to craft open-book assignments and creative alternatives.

Resources

Options for Giving Remote Final Exams Workshop (must sign in to Canvas to view)

Writing Exam Questions that Measure Student Learning Workshop (must sign in to Canvas to view)

Akindi and the online assessment tool

A conversation with Joseph Yankus, Senior Instructional Designer, Teaching and Learning with Technology about best practices for managing synchronous online courses. Together we will discuss tools, tips, and strategies to facilitate student engagement and deliver live lectures and group discussions. We will also explore tools which can enhance the synchronous learning experience, including Google Docs and Kahoot... and have some tea!

A conversation with Megan Lotts, Art Librarian, about resources and strategies to help support undergraduate research during this period of remote instruction. Learn more about what the libraries are offering for fall semester and ways you can incorporate library resources into your courses.

Resources

Follow up Guide

 A conversation with Crystal Akers, Assistant Teaching Professor and Online Coordinator in the Department of Linguistics, about strategies she employs to create an effective instructor presence in her online courses. Together, we will explore ways to communicate instructor presence through the online platform.

A conversation with Ileana Nachescu, Teaching Instructor and Assistant Undergraduate Director, Department of Women’s, Gender, and Sexuality Studies about her experience engaging students with multi-media resources and assignments, more specifically, with podcasts!

A conversation with Rachel Kremen, Teaching Instructor of Journalism and Media Studies about how she uses active learning techniques like games and quizzes in her courses! Together, we will brainstorm ways to facilitate exercises like this in your own courses.

Resources

Information on Game Links

 A conversation with Geraldine Cochran, Assistant Professor, Office of STEM Education and Department of Physics and Astronomy about equity in teaching and course design. Together, we will discuss strategies to create a more equitable learning environment for all students.

{slider=June 12th: Tea and Teaching with Jenevieve and special guests Helen Buettner and Waheed Bajwa} 

A conversation with Helen Buettner, Professor and Chair, Chemical & Biochemical Engineering, and Waheed Bajwa, Associate Professor, Department of Electrical and Computer Engineering about flipping the classroom. Together, we will discuss the benefits of a flipped classroom format and brainstorm ways to translate this to a remote environment.

Resources

 Article on On “Flipping” a Large Signal Processing Class

 Example of Daily Assignment Structure

A conversation with Ariel Leget, Assistant Director for Living-Learning Communities and Academic Initiatives, and Krystyne Savarese, Senior Director of Residence Life for Campus Communities about ways to build community among our students. Together we will brainstorm the best ways to create a sense of community both in person and in the remote environment

A conversation with Kathryn Loder-Murphy, Assistant Director of the Office of Disability Services along with some of her colleagues about the experiences of our students with accommodations requests during remote instruction this Spring. Together we will discuss what worked, what didn’t, and best practices to consider for next semester.

A conversation with Nicole Houser, Director of the Rutgers English Language Institute (RELI) and Nela Navarro, Director of Graduate English Language Learner & International Teaching Assistants Program about strategies to make the remote-classroom setting more inclusive, not just for multi-lingual students, but for all students. Together we will brainstorm ideas for next semester.

A conversation with Barbara Cooper, Professor of History and Chuck Keeton, Academic Dean of the Honors Program and Professor of Physics & Astronomy about some of positive outcomes from remote teaching this semester and how to incorporate these benefits next semester and beyond. Take a break from grading to share with us what you've experienced this semester

A conversation with Christy Beal, Assistant Teaching Professor in the Division of Life Sciences and Richard Serrano, Professor of French and Comparative Literature and Chair, Department of French about grading and its challenges during the pandemic. Take a break from grading to share your thoughts about grading this semester

A conversation with Catrina Gallo and Madison Edwards-Bednar of the SAS Office of Advising and Academic Services. Come join us in a casual space for discussion of all things teaching and Q&A with our guests!

A conversation with Jeff Broggi, Associate Dean of Students. He’s excited to talk about his office’s approach to COVID-19 and ways we all can support students through the current crisis.