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 2021-22 academic year.
New Fall 2021
Interactive Online Strategies
As you grow more accustomed to online learning and teaching, are you interested in getting students fully engaged during in the virtual environment? Are you searching for more interactive online strategies? During the spring semester, a Faculty Teaching and Learning Community (FTaLC) will meet and work together to explore issues related to online instruction and to grow our resources and strategies to engage students in the virtual classroom. The five one-hour meetings will be online at 11:00 a.m., and we will all wrestle with the same topic; however, we will be looking at interactive online strategies 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 and to share our learning and strategies as we strive to make our online instruction even more interactive and engaging.
• January 19
• February 9
• March 2
• March 23
• April 13
If you interested, please contact Will Rumbaugh at email@example.com by January 14, 2022.
Facilitated by Olga Glebova (Computer Science) and Kevin Hsieh (Art & Design).
Project Based Learning (PBL) is an approach in which students learn by actively engaging in real-world and personally meaningful projects.
Students not only learn the content but also develop important skills such as critical thinking, making connections, collaboration, creativity, and communication. We would like to invite to our FTALC faculty across GSU who use projects in their classes and faculty who would like to introduce project-based learning but unsure how. PBL could be adopted in any discipline, and the scale of projects can vary significantly.
First meeting will take place online on Wednesday October 13, 1pm-2pm.Join the First Meeting
Facilitated by Sarah Friedman (Sociology, Atlanta Campus) and Katy Crowther (CETLOE and English, Clarkston Campus)
Inclusive pedagogies examine how students’ and instructors’ identities shape experiences in the classroom, and seek to create a classroom environment that is student-centered, social justice oriented, and allows all students to feel present and valued. This TaLC will explore how to foster an equitable classroom, including course design principles and pedagogical approaches that best support students from a wide range of backgrounds.
The group will virtually meet monthly across the academic year beginning in October. At the first meeting, participants will determine the specific meeting schedule.Register
Cognitive Consequences of Interdisciplinary Experiences in College Students
Facilitated by Omer Ari (Middle & Secondary Education, CEHD)
A growing interest in interdisciplinarity and its implementation with higher education populations has led to creation of innovative curricula designed with interdisciplinary and project-based learning components. Interdisciplinary studies majors and fields are listed by the Association of American Colleges and Universities’ (AACU) VALUE Rubric as best suited to fostering integration and applied learning in undergraduates (AACU, n.d.). From a cognitive point of view, interdisciplinary engagements, where the goal is for students to develop a comprehensive understanding of topics/issues by consulting multiple disciplines and integrating insights derived, are likely to lead to sophisticated and elaborated semantic representations. In this Faculty TaLC, we will explore this aspect of interdisciplinary learning by examining cognitive consequences of interdisciplinary experiences and engagements in college students.Register
Additional TaLCs (At Capacity)
Exploring Best Practices in the Peer Review of Teaching
Are you preparing for promotion, tenure or structured review? Have you been asked to provide a peer observation for a colleague who is? Join the FTaLC group entitled: Exploring Best Practices in the Peer Review of Teaching. This group will consider the best practices for the peer observation and evaluation process for faculty teaching. We will examine how this process and its outcomes can serve as evidence to convey teaching effectiveness. Participants will have the opportunity to practice utilizing various peer observation tools and process to determine the feasibility of these resources.
- Identify current practices in Peer observation and evaluation
- Explore scholarly research on peer observation and evaluation
- Practice utilizing select peer observation tools and structures
This group will meet 8-9 times across the academic year. At the first meeting, participants will determine the meeting specific schedule for the semester.
Group at Capacity
Trauma-Informed Pedagogy in Higher Education
Facilitated by Laura Carruth (Neuroscience and CETLOE)
Students with a history of trauma face more challenges on campus and are at higher risk for experiencing more trauma. Trauma-informed pedagogy promotes the recognition that life situations may impact student success and promotes the adoption of teaching frameworks that include an awareness of student experiences, flexibility, scaffolding, organization, and inclusion and sensitivity, support positive student learning outcomes. This TaLC will explore how to support trauma-affected students so they can persist in their undergraduate education and develop skills to become resilient and successful.
The group will meet monthly for 1-1.5 hrs from October through May and the participants will decide the meeting dates and times during the first organizational meeting.
Group at Capacity
Teaching skills responsive to changes in the job market for AYPS Students
Facilitated by Esra Tanyildiz (AYPS)
This Faculty TaLC for instructors in AYPS focuses on developing a ‘skills workshop’ for students to learn about required skills in different career areas and guide them to develop a ‘skills plan’ to focus and enhance their learning efforts. Students commonly have ideas about the areas they would like to work in, choosing their courses accordingly. However, they are rarely exposed to the skills that the employers identify in their selected areas of interest. Learning about these skills would help the students improve their focus in classes where these skills are taught, and it would encourage them to take responsibility in learning by seeking alternative opportunities to learn new skills. The feedback mechanism from the job market would also enhance skill-based courses’ content to prepare students better for their careers. In this Faculty-TaLC, conversations will focus on such practices and their role in supporting our students.
Meetings will be 1-1.5 hrs once/month decided by the Faculty-TaLC members.
Group at Capacity