Faculty Teaching & Learning Communities

Join a CETL Faculty Teaching & Learning Community (TaLC) to meet faculty with similar interests and participate at the forefront of educational discussion at the university. TaLC members will jointly develop community goals and will meet regularly during the 2019-20 academic year.

The Momentum Year: Teaching First Year Students

Coordinated by Jennifer Hall (CETL and English) and Laura Carruth (CETL and Neuroscience)
The Momentum Year (or the first 30 credit hours in a student’s college experience) is a University System of Georgia initiative designed to set first year students on successful academic paths. We will explore the research behind strategies that support and encourage academic success including the transition to college, academic mindset, and success in different areas of academic focus. The Momentum Year serves as a starting point for student success and Faculty-TaLC members will consider how they can support first year students in their own courses.

Meetings will be once a month for 1-2 hours as decided by the Faculty-TaLC members.

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Surviving (and Enjoying) Your First Year of Teaching at Georgia State

Coordinated by Laura Carruth (CETL and Neuroscience)
This Faculty-TaLC is for new (or fairly new) instructors. The topics will be determined by the Faculty-TaLC members and may include developing and evaluating classroom activities, technology in the classroom, writing and assessing student learning outcomes, how to prepare for promotion and/or tenure, how to document teaching effectiveness, campus employee wellness programs, mentoring, work/life balance.

Meeting frequency: 1-1.5 hrs every three to four weeks as decided by the Faculty-TaLC members.

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Equitable & Culturally Responsive Teaching and Learning (CRTL)

Coordinated by Tonia Durden (Early Childhood & Elementary Education
Participants in this Faculty-TaLC will explore how to create culturally responsive environments for undergraduate and graduate teaching. Conversations will address individual processes within teaching and learning that may negatively impact CRTL (i.e. implicit and explicit bias when interacting with students; the need to decolonize our coursework and the theories we use; lack of diverse perspectives within course assignments/ readings; beliefs and values that counter a culturally responsive ethos, etc.).

The group will:
1) Identify a focus area within CRTL and develop a plan of action in teaching, learning and research
2) Critically reflect upon lessons learned and ways to advocate and support other faculty members within our respective departments, colleges and the university to implement a culturally responsive environment for students and to inform policy at the individual, department, college and university levels that are racially equitable and dismantle those that are not.

Meetings will be once/month for 1-2 hours as decided by the Faculty-TaLC members. The first meeting is Sept. 12th at noon.

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Atlanta Studies

Coordinated by Marni Davis (History) and Brennan Collins (CETL and English)
This Faculty-TaLC is returning for a fourth year and will explore topics and methods for incorporating the local Atlanta area — its rich history, and its contemporary achievements and challenges — into one’s curriculum and assignments. Pedagogical topics, while ultimately selected by the faculty members, might include constructing histories of Atlanta, analyzing archeological artifacts, creating digital maps, documenting local stories, analyzing local urban/suburban problems, or incorporating experiential, place-based learning. While members of the community will help guide its purpose and goals, we envision opportunities for sharing and building new assignments and resources, as well as possible field trips to engage with and be inspired by the city of Atlanta.

This Faculty-TaLC will meet once/month for 1 to 1.5 hours. The schedule of meetings will be decided by the Faculty-TaLC members.

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Teaching with Open Educational Resources

Coordinated by Denise Dimsdale (University Library) and Scott Jacques (Criminal Justice
This TaLC explores how using free or low-cost course content positively impacts student success and pedagogical design. GSU’s globally recognized Panther Retention Grants demonstrate that even small amounts of money can make a large impact on student success. Using OER (open educational resources) and other affordable content is another way to help students succeed. Also, the use of OER provides the opportunity for open pedagogical practices that, when used thoughtfully, may offer a superior learning experience. Potential topics include
• Using OER as a pedagogical tool for an entire course or for an individual assignment
• Measuring impact/effectiveness (quantitative and qualitative), (GPA, Fail/drop/withdrawal rates, course throughput rates, impact for students of low socio-economic status, student or instructor perceptions, etc.)
• Sharing your findings and experiences
• Locating existing OER content, remixing content, or creating your own OER
• Using various platforms for OER
• Applying for an Affordable Learning Georgia Grant

This Faculty-TaLC will meet once/month for 1 to 1.5 hours. The schedule of meetings will be decided by the Faculty-TaLC members.

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Creating Online Libraries to Enhance Language Learning in the Lower Division Curriculum

Coordinated by Victoria Rodrigo (World Languages & Cultures))
The purpose of this Faculty-TaLC is to share with faculty interested in foreign language teaching how to create reading material that is interesting to students and how to implement pleasure reading in the Lower Division foreign language curriculum in college. Although the project focuses on the instruction of Spanish, the theory and practice behind it is applicable to the teaching of any language –L1 included. And the experience can be replicated in any foreign language.

Faculty in this TaLC will learn about a project in which pleasure in reading is encouraged in Lower Division Spanish courses by using Serie Leamos, an innovative interdisciplinary reading project in which advanced learners from World Languages and Cultures write stories for their peers in lower levels of instruction. The stories, which are based on personal experiences, are illustrated by undergraduate students from the Ernest G. Welch School of Art & Design.

This Faculty-TaLC will meet once/month for 1 to 1.5 hours. The schedule of meetings will be decided by the Faculty-TaLC members.

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Inclusive Teaching Practices

Coordinated by Jennifer Hall (CETL and English)
This Faculty-TaLC will focus on developing inclusive teaching tools and “best practices” for the inclusive classroom. The group includes representatives from CETL, the Center for Access and Accommodation and the Center for Leadership in Disability. We encourage other interested faculty to join the conversation and help create resources to make all GSU learning opportunities more inclusive and supportive for all learners.

This Faculty-TaLC will meet once/month for 1 to 1.5 hours. The schedule of meetings will be decided by the Faculty-TaLC members.

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Online Instructional Effectiveness and Student Success

Coordinated by: Rachel Gurvitch (Kinesiology & Health and Jeff Young (History)
Participants in this Faculty-TaLC will explore the concept of instructional effectiveness in online learning environments. Conversations will explore the nature of online courses, and the different components of faculty performance, course evaluation, students’ persistence, and to a greater focus students’ success as reflected from the LMS data.

Possible considerations for the group to explore include:
1) Discuss the nature of online teaching
2) Reflect on the concept of Instructional Effectiveness in online environments
3) Identify and develop a systematic way to evaluate the effectiveness of online instruction

Meetings will be once/month for 1-2 hours as decided by the Faculty-TaLC members.

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