Faculty Teaching & Learning Communities

Join a CETLOE 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 virtually during the 2020-21 academic year, until further notice.

New Spring 2021
Faculty-TaLC on High Impact Practices (HIPs)

Facilitated by Matt Nusnbaum (Biology) and Olga Glebova (Computer Science).

First meeting: Wednesday, Jan. 27 from 4 p.m.-5:30 p.m.
The meeting will be held in this Webex room >

This FTaLC is part of the Chancellor’s Learning Scholars Program and is open to all GSU faculty. One of the more common criticisms of online instruction is the impersonal and standardized feel that the virtual classroom can display. High-impact practices (HIPs) have been shown to encourage richer student engagement and improved student outcomes in traditional classroom delivery. In this Faculty-TaLC, conversations will focus on such practices and their role in supporting student engagement, equitable learning outcomes, and richer class experiences in online and hybrid courses. Participating faculty will define and strengthen processes for directly assessing student achievement of learning outcomes as a result of participation in high-impact practices.

In our first meeting of the spring term, we welcome Brennan Collins to discuss HIPs, and then we will conclude by making plans to incorporate HIPs into our own courses.

If you are interested in more information, or cannot attend the first meeting, please sign up for our mailing list here.


Faculty-TaLC on Sophomore Learning Communities (SLCs)

Facilitated by Natasha Johnson and Ellen Ballard (Dept. of Criminal Justice & Criminology).

This Faculty-TaLC focuses on developing a Sophomore Learning Community (SLC) program. Modeled after the Freshman Learning Community program, the SLC draws upon a cohort model to foster student belonging, connections to the university, and student success. The sophomore year creates some unique challenges that, for many, results in student regression. The driving goal behind major-specific SLCs is to improve student outcomes and reduce the likelihood of this regression. At the core of the program is a newly created, major-specific Proseminar course. This course will serve as a valuable second-year extension for native students who participated in the FLC program and, importantly, it will serve as a vital orientation and remediation course for first-year transfer students who historically struggle to keep pace with the rigors of a research university program.

We will meet on the following four Thursdays from 11 a.m. – 12 p.m.

  • Topic I: Goals and learning outcomes of SLC programs: Thursday, January 28
  • Topic II: Designing a major-specific Proseminar SLC Course: Thursday, February 25
  • Topic III: Student retention, filling courses and ensuring proper sequencing: Thursday, March 25
  • Topic IV: Measuring the efficacy of the SLC program: Thursday, April 22

All meetings will be held in Elle’s GSU Webex room:
https://gsumeetings.webex.com/meet/eballard4


Quantitative Literacy (QL) in the Modern Classroom

Facilitated by Aakanksha Angra (Biology)

Faculty in this TaLC will read literature spanning various disciplines to understand what QL is and why it is so important to teach. Understand the challenges presented in teaching QL for instructors and students, and brainstorm strategies to overcome these challenges. We will discuss using universal design for learning pedagogy to collaboratively design one or several QL activities to implement in the online, hybrid, or in-person classroom. The goal is for faculty to implement QL modules and collect data in respective classrooms, and finally, analyze and share findings.

Why is QL important? From the AAC&U: “Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).”

Register 

Teaching with Portfolios

Facilitated by Will Rumbaugh, Ph.D. (Clinical Assistant Professor, Educational Policy Studies)

Have you been waiting for an opportunity to consider or reconsider the use of portfolios with students? During the spring semester, a Teaching and Learning Community (TaLC) will convene on the second Wednesday of the month to address together with the role of portfolios in integrating academic and career development. The one-hour meetings will be virtual, and we will all wrestle with the same topic; however, we will be looking at portfolios with our own questions in mind and seeking solutions that make sense in our own classrooms and programs. This will be a great opportunity to support each other as we strive to begin or to improve this learning strategy.

Meeting dates:

  • January 13 (11:00 a.m.)
  • February 10 (11:00 a.m.)
  • March 10 (11:00 a.m.)
  • April 14 (11:00 a.m.)

If you are interested, please email Will Rumbaugh by December 31, 2020, at wrumbaugh@gsu.edu.

Learning Communities – Began in Fall

Sophomore Learning Communities

Facilitated by Natasha Johnson and Ellen Ballard (Dept. of Criminal Justice & Criminology)
This Faculty-TaLC focuses on developing a Sophomore Learning Community (SLC) program. Modeled after the Freshman Learning Community program, the SLC program draws upon a cohort model to foster student belonging, connections to the university, and student success. The sophomore year creates some unique challenges that, for many, results in student regression. The driving goal behind major-specific SLCs is to improve student outcomes and reduce the likelihood of this regression. At the core of the program is a newly created, major-specific Proseminar course. This course will serve as a valuable second-year extension for native students who participated in the FLC program and, importantly, it will serve as a vital orientation and remediation course for first-year transfer students who historically struggle to keep pace with the rigors of a research university program. Potential topics include:

  • Goals and learning outcomes of SLC programs
  • Designing a major-specific Proseminar SLC Course
  • Student retention, filling courses, and ensuring proper sequencing (where applicable)
  • Measuring the efficacy of the SLC program

The TalC will meet month as determined by the group and is open to large and small groups from across the university. Please complete the registration form.

Registration >


High Impact Practices in Online and Hybrid Classrooms

Facilitated by Matthew Nusnbaum (Biology) and Olga Glebova (Computer Science)
This TaLC is part of the Chancellor’s Learning Scholars Program and is open to all GSU faculty. One of the more common criticisms of online instruction is the impersonal and standardized feel that the virtual classroom can display. High-impact practices (HIPs) have been shown to encourage richer student engagement and improved student outcomes in traditional classroom delivery. In this Faculty-TaLC, conversations will focus on such practices and their role in supporting student engagement, equitable learning outcomes, and richer class experiences in online and hybrid courses. Participating faculty will define and strengthen processes for directly assessing student achievement of learning outcomes as a result of participation in high-impact practices.

Registration >

At our first meeting, interested participants will discuss the scope and goals of the FTaLC and plan a schedule for the semester. The first meeting will take place on Wednesday September 30, 4 p.m.-5 p.m.. If you are interested in participating, whether you can make this first session or not, please fill out this form to be added to the mailing list and receive scheduling notifications.


Place-based Pedagogy in a Virtual World

Facilitated by Melissa McLeod (English)
Participants will explore how place-based teaching techniques may translate to online instruction. Place-based teaching and learning is rooted in the local: critically examining place as a site of privilege, power, marginalization, oppression; or alternatively, of empowerment, resistance, subversion. Traditionally, place-based education has focused on students’ local environments. Virtual place-based pedagogy, though, might serve as an effective alternative to travel or local field trips during the age of COVID-19 when travel and outings are limited.

We will examine questions such as: What happens when we apply these techniques to global spaces? How do we engage students with these places online? How can students get to know these places in similar ways they know their own locations? How do we encourage them to think critically about far-away places? What methods can we use to compare the local and the global? This TaLC aims to help instructors whose subject matter includes global places and issues effectively transfer in-person teaching techniques to the virtual world.

This TaLC will meet monthly and is geared for humanities instructors, but all are welcome.

Registration >


Adapting to (and hopefully enjoying) Online and Blended Teaching

Facilitated by Laura Carruth (CETLOE and Neuroscience)
Teaching in 2020 has been unlike any other year in education in recent memory. The goal of this TaLC is to support, encourage, and energize your virtual teaching efforts. Potential topics can include technology, class management, and engagement, trauma-informed pedagogy, documenting your online teaching effectiveness, or any other topics as decided by the TaLC community.

Meeting frequency: 1-1.5 hrs once/month decided by the Faculty-TaLC members.

Registration >