Online Seminars

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Learning Assessment Techniques: How to Integrate New Activities that Gauge What and How Well Students Learn

Elizabeth Barkley

Dr. Barkley will go in-depth into three of these-- a contemporary issues journal, a digital story project, and a personal learning environment-- to provide you with a complete picture of how these activities can be used for any discipline and in any course. You'll also receive step-by-step instructions on how to structure these activities, a detailed explanation to introduce them to your students, and evaluation rubrics to asses results-- all of which can be customized for your particular courses.

Elizabeth Barkley holds a BA and MA from the University of California, Riverside, and a PhD from the University of California, Berkeley. After ten years as Dean of Fine Arts and Communications, she returned to the classroom, and created the course, Musics of Multicultural America. Organized on principles of universal design, the course attracts about 1000 very diverse students annually. As demand for the course increased beyond the capacity to deliver in traditional face-to-face format, she became a pioneer in online instruction and blended delivery.
How Can I Effectively Use Class Preparation Assignments?

J Robert Gillette and Lynn Gillette

Consider the traditional model of teaching we grew up with, if you will, and the interactive model of teaching that's going to change the space and times. We want to think in terms of class time, student alone time, and teacher alone time. And in terms of aspects of learning, let's think about the first exposure to the material and then higher order reasoning where we are doing critical thinking.

Dr. J. Robert Gillette joined the faculty at the University of Kentucky in 1994 and is an Associate Professor of Economics. He received his undergraduate degree in Economics from the University of Richmond in 1975 and his Ph.D. from Texas A&M University in 1986. Before coming to UK, he taught at Texas A&M University and Washington State University, and worked in an economic consulting firm. Dr. Gillette has authored or co-authored economic studies for various public agencies, including the Internal Revenue Service and the State of California, and for numerous private organizations. He has also given numerous presentations and workshops on teaching at regional and national economics meetings and at colleges and universities.

Lynn Gillette, Ph.D., is the former president of Sierra Nevada College in Incline Village, Nevada. During his time as provost and president, he led the college to unprecedented financial stability, increased retention and graduation rates, and increased undergraduate enrollment to record highs. He has spearheaded efforts to increase academic rigor, academic excellence, and innovation, as well as, championing the use of the flipped classroom, active learning, undergraduate research, and the scholarship of teaching.
How Do Prepared Students Change the Way I Teach?

J Robert Gillette and Lynn Gillette

We can get our students to come to class prepared, but it's going to take a different course design. In terms of that, consider the traditional model of teaching and the interactive model of teaching. The traditional model of teaching is the one that we grew up with, if you will, just kind of lecture based. That we've got class time, student alone time, and teacher alone time. The aspects of learning are first exposure, higher-order reasoning, and then teacher response.

Dr. J. Robert Gillette joined the faculty at the University of Kentucky in 1994 and is an Associate Professor of Economics. He received his undergraduate degree in Economics from the University of Richmond in 1975 and his Ph.D. from Texas A&M University in 1986. Before coming to UK, he taught at Texas A&M University and Washington State University, and worked in an economic consulting firm. Dr. Gillette has authored or co-authored economic studies for various public agencies, including the Internal Revenue Service and the State of California, and for numerous private organizations. He has also given numerous presentations and workshops on teaching at regional and national economics meetings and at colleges and universities.

Lynn Gillette, Ph.D., is the former president of Sierra Nevada College in Incline Village, Nevada. During his time as provost and president, he led the college to unprecedented financial stability, increased retention and graduation rates, and increased undergraduate enrollment to record highs. He has spearheaded efforts to increase academic rigor, academic excellence, and innovation, as well as, championing the use of the flipped classroom, active learning, undergraduate research, and the scholarship of teaching.
Is There a Solution to Students Multitasking in Class?

Maryellen Weimer PhD

But students can't multitask when they are trying to learn something, and that's because learning is not like a lot of other activities. It requires sophisticated mental processing that's easily compromised by multitasking. And that's a fact. It's been well established in the research for years, and it continues to be verified by more recent research findings.

Maryellen Weimer, Ph.D., has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor blog at www.teachingprofessor.com. She is a professor emerita of Teaching and Learning at Penn State Berks. Dr. Weimer has consulted with over 300 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences. She has published many books, including: Inspired College Teaching: A Career- Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
What Works and What Doesn’t When Teaching Large Classes?

Ken Alford PhD and Tyler Griffin PhD

What we want to do is talk in this 20 Minute Mentor, share some ideas about what you can do actually during the semester. Once it’s begun, you’re over the shock of having been assigned a large classroom, if it was a surprise, and you’re actually into the semester.

Kenneth L. Alford, Ph.D., is an Associate Professor of Church History and Doctrine at Brigham Young University. After serving almost 30 years on active duty in the U.S. Army, he retired as a Colonel in 2008. While on active duty, Ken served in numerous personnel, automation, acquisition, and education assignments, including eight years teaching computer science and information technology at the United States Military Academy at West Point, New York and four years as Professor and Department Chair of the Strategic Leadership Department at the National Defense University in Washington, DC.

Tyler J. Griffin, Ph.D., is an assistant professor at Brigham Young University. With degrees in Electrical Engineering and Instructional Technology, combined with 18 years of professional teaching experience, Tyler has three major focal points in his work: (1) Best practices for teaching & learning (2) Best uses of technology to increase the scope and scale of learning, and (3) best practices for teacher development/inservice.
How Can I Structure a Flipped Lesson?

Barbi Honeycutt PhD

And today, our learning outcomes for this video, number one, by the end of this video, you should be able to explain the different definitions of the flip. Now, I find a lot of faculty have heard the word flip, and they might have heard one definition, but there are actually many. Learning outcome number two, you should be able to identify and describe the four parts of a flipped lesson plan. And I have wrapped it around four parts so that we can bring organization and structure to something that's often seen as chaos or messy.

Barbi Honeycutt, Ph.D., currently serves as the Director of Graduate Teaching Programs at North Carolina State University and as Adjunct Assistant Professor in the Department of Leadership, Policy, Adult and Higher Education the College of Education at NC State. She created Flip It Consulting in 2011. She and her colleagues design and deliver programs to teach you how to flip your workshops, seminars, training sessions, classes, and meetings.
What Are 5 FAQs About Faculty Roles in the Flipped Classroom

Barbi Honeycutt PhD and Sarah Egen Warren

Our topic today is, what are the five frequently asked questions about faculty roles in the flipped classroom? This is a helpful topic for those of you who are faculty, as you think about your changing role in the flipped environment. It's also helpful for those of you who are faculty developers, as you think about how to develop programs and professional development opportunities for faculty on your campus.

Barbi Honeycutt, Ph.D., currently serves as the Director of Graduate Teaching Programs at North Carolina State University and as Adjunct Assistant Professor in the Department of Leadership, Policy, Adult and Higher Education the College of Education at NC State. She created Flip It Consulting in 2011. She and her colleagues design and deliver programs to teach you how to flip your workshops, seminars, training sessions, classes, and meetings.

Sarah Egan Warren is a Flip It Associate and the Education & Training Director of Reify Media, LLC, a Raleigh-based online media company. Sarah also serves as the Assistant Director for the Professional Writing Program at NC State University. Her dedication to student-centered learning inspires her to keep up to date on instructional technology and trends. A dynamic and versatile teacher, speaker, and advisor, Sarah combines her experiences inside and outside the classroom to provide clear, concise, and comprehensive workshops, presentations, lectures, and learning resources.
How Can Google Docs Help Foster Productive Collaboration?

James M. Lang PhD

So the learning objectives for this 20 Minute Mentor is to understand how Google Docs can contribute to effective small group activities, to design appropriate assignments for Google Docs, and then to manage the basic features of Google Docs.

James M. Lang, Ph.D., is an Associate Professor of English and the Director of the Center for Teaching Excellence at Assumption College. He is the author of Cheating Lessons: Learning from Academic Dishonesty (Harvard UP, 2013), On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2013), and Life on the Tenure Track: Lessons from the First Year (Johns Hopkins UP, 2005).
Helping Introverts Thrive in an Active Learning Classroom

Nicki Monahan M.Ed

In this one-hour presentation, Nicki Monahan, M.Ed., faculty advisor for the staff development at George Brown College in Toronto, shares a developmental approach to active learning that helps you create a comfortable environment for introverts and extroverts alike.

Nicki Monahan, MEd. is a Faculty Advisor in Staff and Organizational Development at George Brown College, Toronto, Canada. She works directly with faculty, providing training, support, and consultation to help advance the college’s strategic goal of “excellence in teaching and learning”.

Prior to her work in Faculty Development, Nicki was a faculty member in the Child & Youth Worker Program for over 15 years. With a background in Counseling Psychology, her areas of expertise include child and adolescent development and human sexuality. In her teaching practice, and in her work with faculty, Nicki embraces collaboration in creating positive learning environments and is committed to inclusive practice.
What Is Storyboarding and How Can It Help Me FLIP My Class?

Sarah Egan Warren

Today I'm going to be talking to you about storyboarding. Maybe that's something you've not heard about before, maybe you're familiar with it, but haven't ever associated it with making videos for your Flipped class, but I want to make that connection for you today and help you see how focusing on your story, creating an effective storyboard is going to help you make those better videos.

Sarah Egan Warren is a Flip It Associate and the Education & Training Director of Reify Media, LLC, a Raleigh-based online media company. Sarah also serves as the Assistant Director for the Professional Writing Program at NC State University. Her dedication to student-centered learning inspires her to keep up to date on instructional technology and trends. A dynamic and versatile teacher, speaker, and advisor, Sarah combines her experiences inside and outside the classroom to provide clear, concise, and comprehensive workshops, presentations, lectures, and learning resources.
Where Can I Find Flippable Moments in My Classes?

Sarah Egan Warren and Barbi Honeycutt PhD

So our first one is to describe what it means to flip. The second thing you should be able to do by the time you finish watching this 20 Minute Mentor is to define the term “flippable moment”. And the third thing you should be able to do is to identify three places to look for flippable moments.

Barbi Honeycutt, Ph.D., currently serves as the Director of Graduate Teaching Programs at North Carolina State University and as Adjunct Assistant Professor in the Department of Leadership, Policy, Adult and Higher Education the College of Education at NC State. She created Flip It Consulting in 2011. She and her colleagues design and deliver programs to teach you how to flip your workshops, seminars, training sessions, classes, and meetings.

Sarah Egan Warren is a Flip It Associate and the Education & Training Director of Reify Media, LLC, a Raleigh-based online media company. Sarah also serves as the Assistant Director for the Professional Writing Program at NC State University. Her dedication to student-centered learning inspires her to keep up to date on instructional technology and trends. A dynamic and versatile teacher, speaker, and advisor, Sarah combines her experiences inside and outside the classroom to provide clear, concise, and comprehensive workshops, presentations, lectures, and learning resources.
How Can Backward Design Make My Courses More Accessible?

Elizabeth Harrison PhD

This presentation explains what Backward Design is and how it can be utilized in the classroom.

Elizabeth Harrison, Ph.D., is the director of the Office of Learning Resources (OLR) at the University of Dayton as well as the associate director of the Ryan C. Harris Learning & Teaching Center. She is active at the state and national levels in the Association on Higher Education and Disability (AHEAD) and at the national level in the faculty development professional association (POD-Network). Harrison has led workshops on universal design at higher education institutions in the U.S. and Canada, and has presented on the topic at national conferences.
How Can I Make My Course Content More Accessible?

Elizabeth Harrison PhD

This presentation covers the basics on how to give students accessible content in order for them to thrive in their classes.

Elizabeth Harrison, Ph.D., is the director of the Office of Learning Resources (OLR) at the University of Dayton as well as the associate director of the Ryan C. Harris Learning & Teaching Center. She is active at the state and national levels in the Association on Higher Education and Disability (AHEAD) and at the national level in the faculty development professional association (POD-Network). Harrison has led workshops on universal design at higher education institutions in the U.S. and Canada, and has presented on the topic at national conferences.
How Can I Make My Exams More Accessible?

Elizabeth Harrison PhD

This presentation explores why exams are necessary and how to make them easily accessible to students.

Elizabeth Harrison, Ph.D., is the director of the Office of Learning Resources (OLR) at the University of Dayton as well as the associate director of the Ryan C. Harris Learning & Teaching Center. She is active at the state and national levels in the Association on Higher Education and Disability (AHEAD) and at the national level in the faculty development professional association (POD-Network). Harrison has led workshops on universal design at higher education institutions in the U.S. and Canada, and has presented on the topic at national conferences.
How Can I Make the Activities in My Course More Inclusive?

Elizabeth Harrison PhD

This presentation is about how we ask students to engage in our courses and how we can make those activities, what we ask students to do, more accessible for more students.

Elizabeth Harrison, Ph.D., is the director of the Office of Learning Resources (OLR) at the University of Dayton as well as the associate director of the Ryan C. Harris Learning & Teaching Center. She is active at the state and national levels in the Association on Higher Education and Disability (AHEAD) and at the national level in the faculty development professional association (POD-Network). Harrison has led workshops on universal design at higher education institutions in the U.S. and Canada, and has presented on the topic at national conferences.
How Can I Create Effective Mini-Lectures

Christy Price

This lecture is to help educators improve their mini-lectures by applying research and cognitive and educational psychology regarding attention and information processing and use some of the principles from the literature on effective communication.

A professor of psychology at Dalton State College, Christy Price, Ed.D. has been teaching at the collegiate level for twenty years. She is a nationally recognized authority on innovative teaching techniques to engage millennial learners and was chosen by the Carnegie Foundation for the Advancement of Teaching as the Outstanding U.S. Professor for 2012 in the Baccalaureate Colleges category. Dr. Price won the Excellence in Teaching Award at Dalton State in 2007, and the University System of Georgia Teaching Excellence Award in the Two & Four-Year College sector for 2008/2009. She was also honored by the National Resource Center for the First- Year Experience and Students in Transition as an Outstanding First-Year Student Advocate for 2009.
How Can I Use Frequent Student Feedback to Improve My Courses?

Mary C. Clement

This presentation urges the listeners to think about ways that they can get student feedback earlier in the semester, before final course evaluations.

Mary C. Clement is a professor of teacher education at Berry College, northwest of Atlanta, GA. She teaches graduate courses in curriculum theory, instructional management, and supervision and undergraduate courses in foreign language methods. She earned her doctorate from the University of Illinois at Urbana-Champaign and is the author of seven books. In August 2009 she began duties as the Director of the Center for Teaching Excellence at Berry College.
How Can I Improve Lessons with a 4-step Plan?

Mary C, Clement

This presentation is over Clement's four step lesson plan and how to implement it in the classroom.

Mary C. Clement is a professor of teacher education at Berry College, northwest of Atlanta, GA. She teaches graduate courses in curriculum theory, instructional management, and supervision and undergraduate courses in foreign language methods. She earned her doctorate from the University of Illinois at Urbana-Champaign and is the author of seven books. In August 2009 she began duties as the Director of the Center for Teaching Excellence at Berry College.
In Blended Courses, What Should Students Do Online?

Ivan A. Shibley and Timothy D. Wilson

This presentation gives teachers advice on what to do in blended classrooms and what resources to use in their online classrooms.

Ike Shibley, is an assistant professor, associate professor of chemistry at the Penn State Berks campus.

Tim Wilson is an assistant professor at the University of Western Ontario in anatomy and cell biology.
Hybrid Learning: Course Design and Faculty Development

Veronica Diaz PhD

This presentation is an overview of the hybrid model and the today's learner, guidelines and best practices for institutional implementation: marketing to students, student readiness, and quality assurance, and a ready‐to‐use hybrid redesign redesign program.

Veronica Diaz, PhD is the Associate Director of EDUCAUSE Learning Initiative at the university that she works at.
Finding the Right Technology to Support Learning Outcomes

Ivan A. Shibley

This 90-minute seminar, led by Ike Shibley, PhD, offers proven strategies for technology to increase flexibility and access, improve student performance, and manage costs.

Ivan A. Shibley, Jr. (Ike), Ph.D., is associate professor of chemistry at Penn State Berks, a small four-year college within the Penn State system. He has won both local and university-wide awards for his teaching including the Eisenhower Award presented to a tenured Penn State faculty member who exhibits excellent teaching as well as mentoring other teachers.

Ike became involved in blended learning as part of an 18-month project to completely redesign the general chemistry course at Berks. As part of a team of six professionals who invested over 1,000 man-hours in the redesign Ike helped provide the pedagogical and subject matter expertise to help guide the redesign. The course has now been delivered in a blended format for three years with an average GPA almost 25% higher than previous years. Ike has taught the three sections of the course and is currently co-author- ing a manuscript about the results. Ike recently redesigned a nutrition course that was taught in a blended format that met only half the number of hours of a traditional course with comparable grades. He has presented his work on blended learning at numerous professional conferences and has become an advocate of blended learning.
Building a Comprehensive Professional Development Program

Dr. Denise Swett

This presentation goes over the key components needed to develop a high quality professional development program, how to identify the workshops and trainings your campus need, systems for locating and engaging presenters, and much more.

Dr. Denise Swett is the Dean of the Middlefield Campus at Foothill College, in Northern California. She has also served as the Vice President of student services at Cañada College, the Dean of students at Chabot College and was part of the leadership team in student services at the University of San Francisco. Denise has taught graduate and undergraduate courses focusing on issues and trends in higher education.

Denise is also a consultant with the Career Ladders Project for the CaliforniaCommunity Colleges, providing technical assistance and support for community col- leges involved in the Career Advancement Academies, Gateway and Bridge programs.She has an Ed.D. from the University of San Francisco and a MPA and BS from San Jose State University.
Practicing Learner-Centered Teaching in Large Classes

Dr. Carol Hurney

The "learner-centered" approach to teaching does much more than focus on students. It puts them front and center, allowing their decisions to shape the experience, the content, their involvement, and ultimately, the depth of their personal learning outcomes. While implementing such an approach can seem daunting, especially in large, lecture-style classes, a larger class doesn't have to mean an instructor-centered class.

Dr. Hurney is the Executive Director for faculty development at the Center for Faculty Innovation where she directs a number of campus-wide programs that support the teaching, scholarship, leader- ship, and service roles of JMU faculty. Dr. Hurney is also an Associate Professor of Biology at James Madison University where she has been teaching General Education courses for majors and non- majors since 1997. In 2005, Dr. Hurney was honored as the Distinguished Teacher in General Education.

Dr. Hurney is developmental biologist and her research laboratory explores tail development in the four-toed salamander, Hemidactylium scutatum. Dr. Hurney received her Biology degrees from the University of Rochester (BA) and the University of Virginia (PhD). She pursued post-doctoral research at Northwestern University Feinberg School of Medicine.
Discussion Guide for Facilitators

Donna Qualters PhD

This guide answers many questions that presenters may have.

The author, Donna Qualters is the director of the Center for Teaching Excellence and an associate professor of education and human services at Suffolk University in Boston.
23 Practical Strategies to Help New Faculty Thrive

Ivan A. Shibley and Donna Qualters

In 23 Practical Strategies to Help New Faculty Thrive, award-winning professor Ike Shibley will fill this training gap by explaining how new college professors can sharpen their pedagogical skills while avoiding common errors and teaching traps.

Ivan A. Shibley, Jr. (Ike) is associate professor of chemistry at Penn State Berks, a small four-year college within the Penn State system. He received his B.S. in chemical engineering from the University of Pittsburgh and his Ph.D. in biochemistry from East Carolina University. Between undergraduate and graduate school he spent four years in the Navy where he taught nuclear physics and radiation safety. He now teaches introductory chemistry, general chemistry, organic chemistry, biochemistry, philosophy of science courses, first-year bioethics seminar, and senior sci- ence seminar. His research involves pedagogical approaches to improving science instruction at thecollege level. He has won both local and university-wide awards for his teaching including theEisenhower Award presented to a tenured Penn State faculty member who exhibits excellent teach- ing as well as mentoring other teachers.