Center for Teaching and Learning

Faculty Fellows Program September 9

Faculty Fellows Program

Wednesday, September 9

9:00-9:30 Welcome

  • Beth Kalikoff, Center for Teaching and Learning
  • Provost Mark Richards
  • President Ana Mari Cauce

Program Overview & Getting Around in Zoom

  • Beth Kalikoff, Center for Teaching and Learning
9:30-9:50 Break (20 minutes)
9:50-10:50

 

Faculty Perspectives: Reflections on teaching at UW in 2020

Moderator:  Beth Kalikoff

  • Ben Gardner, School of Interdisciplinary Arts and Sciences, UW Bothell
  • Tom Halverson, College of Education, UW Seattle
  • Karin Martin, Evans School of Public Policy and Governance, UW Seattle
  • Divya McMillin, School of Interdisciplinary Arts and Sciences, UW Seattle
10:50-11:10 Break (20 minutes)
11:10-12:15

 

Centering Equity and Access

Presenters: 

  • Beth Kalikoff, Center for Teaching and Learning
  • Tikka Sears, UW Theater for Change & Center for Teaching and Learning
12:15-12:30 What’s next
1:00-7:00

 

Asynchronous

Consider yourself Zoom-free until Thursday, Sept. 10 at 12:45 p.m.  Between now and then, please work through four of the six asynchronous modules.

Planning note: Each module is designed to take an hour, but that’s just an estimate. A lot depends on how deeply you want to dive into the topic, how much experience or expertise you have on the topic, how often you’re interrupted, and how many breaks you take (please take breaks). So assume each module will take you 90 minutes. If you are done with each one in 60 or 30 minutes, good on you.

Access note: Clicks on the links above to go directly to those Canvas modules. If and when you want to moil around the Teaching with UW Technologies Canvas course, exploring other modules, go to the course link on the “Contact and Resources” page on this site and self-enroll.

7:00

 

Complete Day 1 assessment (please login with your UW NetID)

 

Session descriptions & goals
Synchronous (Zoom) sessions from 9:00-12:30

Faculty Perspectives:  Reflections on teaching at UW in 2020

Cathy Davidson (Graduate Center of the City University of New York)  advises that “a summer of planning for better online learning this Fall will be wasted if we do not begin from the premise that our students are learning from a place of dislocation, anxiety, uncertainty, awareness of social injustice, anger, and trauma.  So are we.”  This panel shares UW faculty perspectives on teaching with the impact of the coronavirus and the pandemic of violent racism, which predates COVID-19 by 400+ years.  Additionally, panelists reflect on data on UW students’ experiences with remote learning in Spring 2020.

Goals:

  • Examine campus-wide Spring 2020 data on UW students’ experiences with remote learning
  • Gather perspectives from experienced UW faculty members on teaching in 2020

Centering equity and access

This session focuses on high-impact research & principles on active learning, enacting equity, and centering access.

Goals:

  • Experience some evidence-based equity & access practices as “students”
  • Review, quickly, research on active learning
  • Identify resources that support your development of accessible and equitable courses

Resources

 

Session description & goals – Asynchronous sessions
Complete any four before September 10 at 12:30 p.m.

Share relevant content with students

There are many ways to share the subject matter of your course online. As you are planning how you will structure and distribute this content, consider what content you would like to design from scratch vs. what already exists that you can borrow from elsewhere. There may not be a reading or video that exactly captures how you usually communicate about a particular topic, but if you can adapt something that’s “good enough” and already posted online, you’ll be able to focus on creating the content that’s more difficult to substitute.

Engage with students

As students engage with the content of your course, they’ll want opportunities to check their understanding, ask questions, and engage with you and classmates over the material. Whichever types of interactions you choose for your course, sticking to a weekly routine will make it easier to get steady participation from your students. Consider setting virtual office hours for the same 1-2 time slots every week, or using the same set of weekly deadlines for discussion board participation for your class.

Assess student learning

Canvas can serve as a hub for students to complete homework, quizzes, or projects, as well as for you to assign feedback and grades for that work. Some types of on-paper or in-class assignments convert online more easily than others. As you design these assignments, keep in mind that students may have limited access to high-speed internet, cameras, microphones, or private work areas at home. Additionally, if you have students with testing accommodations, please set availability dates and use quiz moderation features to ensure that they are given extra time as needed.

Make content accessible

Accessibility has an impact on all students. Given that “perfect is the enemy of good” and accessibility is an ongoing process, this module will introduce you to the basics of accessibility and universal design.

Goals:
  • Learn & practice new skills for creating more accessible courses
  • Select 1-3 accessibility practices you’ll use in your course design
  • Identify resources for continuing to develop skills in creating accessible courses

Academic integrity

Watch this short video by Jim Pfaendtner (Chemical Engineering, UW Seattle), then check your learning by taking this brief, ungraded knowledge check. (Note: you will need to log in with your UW NetID to access this link). Please feel free to read the knowledge check questions before watching the video!

Goals:
  • Review the reasons as to why students cheat
  • Explore effective ways of promoting academic integrity with your students.