Faculty Teaching & Learning Communities

Join a CETL Faculty Teaching & Learning Community to meet faculty with similar interests and participate at the forefront of educational discussion at the university. Communities will receive $100 of professional development funding per Faculty-TaLC member to put toward community goals and will meet regularly during the 2018-2019 academic year. Registration closed.

The Momentum Year: Teaching First Year Students

Coordinated by: Jennifer Hall (CETL) and Laura Carruth (CETL)
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.

College to Careers

Coordinated by Therese Poole (Biology Dept. and CETL-CTC Teaching Fellow) and Laura Carruth (CETL Director)
The new GSU QEP is “College to Careers”. Instructors in this Faculty-TaLC will focus on connecting what they teach to the NACE competencies by helping students become more aware of, make connections to or demonstrate the competencies. Each participant will spend the semester focusing on course student learning outcomes (SLOs) and one or two of their course assignments. Participants will design assignments or assessments that students can post on their student Portfolium page.

Meetings will be once every 3-4 weeks for 1-2 hours as decided by the Faculty-TaLC members during the first meeting.

STEM Student Identity

Coordinated by: Brian Thoms (Physics) and Samantha Parks (Biology)
STEM identity (a person thinking of themselves as a scientist, technologist, engineer, or mathematician) is known to affect students’ choices to pursue and complete a STEM degree. Development of STEM identity may be less likely for students first generation college students, under-represented minorities, and women if they have had less exposure to these career paths and fewer role models. Assisting students in development of their identity, and assessment of such development, is becoming a more crucial aspect in education. Participants of this FTaLC will help develop the topics for discussion. Initial topics may include:

  • How students develop a STEM identity
  • How to assess identity and student confidence
  • Impact of student identity upon retention in STEM
  • STEM identity with different cultures, ethnicities and genders
  • Current research regarding STEM identity and development

Meeting frequency: Once a month for 1-2 hours as decided by the Faculty-TaLC members.

Surviving (and Enjoying) Your First Year of Teaching

Coordinated by: Laura Carruth (Director, CETL)
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.

Atlanta Studies

Coordinated by: Marni Davis (History) and Brennan Collins (CETL)
This Faculty-TaLC is returning for a second 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.

Meeting frequency: Once a month for 1 to 1.5 hours. The schedule of meetings will be decided by the Faculty-TaLC members.

Reducing the Cost of Course Content to Support Your Teaching and Student Learning

Coordinated by: Denise Dimsdale (Library) and Scott Jacques (Criminal Justice)
The cost of textbooks and other course materials is a financial drain. This is a problem for all students, but especially for the nearly 60% of GSU undergraduates who are Pell Grant Eligible. Open educational resources (OER) and affordable course content can help reduce costs and improve course throughput rates and end-of-course grades. For example, through Affordable Learning Georgia (ALG), the University System of Georgia supports the use and development of OER and affordable course content. This Faculty-TaLC (ALG@State) will explore a variety of topics related to no- and low-cost materials. Potential topics include copyright, writing text book transformation grants, how and where to find affordable content, and how OER benefits students and instructors.

Meeting frequency: Once a month for 1 to 1.5 hours. The schedule of meetings will be decided by the Faculty-TaLC members.

Creating a Cultural Mosaic in the Classroom: Teaching Multilingual Students

Coordinated by: Hakyoon Lee (WLC) and Hae Sung Yang (Applied Linguistics)
Contact between different languages and cultures is increasing due to the cross-border flow of people. On campus this leads to greater linguistic and cultural diversity. To best serve the increasing number of multilingual students (i.e., immigrant students, second generation immigrants, and international visa students), it is important for faculty to understand and reflect these students’ backgrounds and needs in their pedagogy. Additionally, faculty should strive to help all students foster diverse and inclusive perspectives. We will identify, promote, and disseminate current issues and research on multilingualism and multiculturalism in education. This Faculty-TaLC will explore various topics related to promoting linguistic and cultural inclusivity. Potential topics include:

  • multilingual societies and universities
  • identifying the needs of multilinguals
  • designing inclusive classroom discussions and assignments
  • understanding multilingualism in Atlanta and finding local resources for teaching

Meeting frequency: Once a month for 1 to 1.5 hours. The schedule of meetings will be decided by the Faculty-TaLC members.