February 2017 Tuesday Tips

7 February 2017:

A few years ago I was filling out a mid-semester report for a student regarding eligibility for a Greek organization. She thought she was doing great with a strong “B.” As it happens she was reading the gradebook incorrectly and was squarely in the “D” range. It was a difficult conversation, but she rededicated herself to her work and ended up earning a “B-.” I often tell the story to students to illustrate the importance of accurate self-assessment and the real possibility of improving once you have a good idea about where you are.

A recent article from Faculty Focus takes the strategy a step further in suggesting formalized self-assessment in the first third of the semester. They suggest having students perform a basic assessment (which you can grade credit/no-credit) on attendance, their overall grade, set goals, and several other items. I love this idea as it compels students to be reflective, gives you a better understanding of their self-perception, and gives you a point of reference later in the semester. Of course there are limitations to this in large courses (an issue addressed in the article) or with students who elect not to do the work, but it is an effective strategy within a class and it has the potential to set up good habits for students moving forward. Overall, it is a nice companion to the tip from last week about identifying key markers for success in your courses.

A few reminders for you:
The Academy e-Learning (Google Doc) application is live!
Faculty Development is searching for the next director!
We held a popular workshop on Dossier Prep for Lecturers last week. 

14 February 2017:

The Executive Order on Immigration has already inspired protest, sparked confusion, praise, and been struck down in the courts. Now there is the real possibility of a second Executive Order along similar lines, which makes it hard to fully understand the implications these policies might have for students and professors.

Universities have played a central role in this debate. The arguments about impacts on students and scholars were some of most persuasive ones used in the 9^th Circuit Court of Appeals. Students and colleagues come from all over the world will experience changes in immigration policy in ways that are often invisible to citizens. Last week Faculty Development, in partnership with Academic Personnel and the Global Faculty Initiative, brought a local immigration attorney to campus for presentation and questions about general topics. Today (Tuesday) we welcome Chris Fowler, general counsel for Chico, to campus to discuss implications for campus. Chris is in a better position to answer questions about faculty searches, hiring, and concerns about students. Please join us in Selvester’s at 3:30 for more.

Some reminders for you:
The Academy e-Learning (Google Doc) application is live!
Faculty Development is searching for the next director!
We held a popular workshop on Dossier Prep for Lecturers earlier this semester.

21 February 2017:

In lieu of a traditional Tuesday Teaching Tip, we want to direct your attention to the late Spring-Summer offerings (Google Doc) from Faculty Development. We look forward to seeing your applications!

Faculty Development Spring 2017 Program Offerings
Feel free to apply for multiple offerings. General questions can be directed to Zach Justus
zjustus@csuchico.edu. All applications due on 3/31/2017.

Academy e-Learning 9.1: Teaching with Help
Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: June 1-2, 5-7 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.1, launching with the first of this summer’s one-week institutes –Teaching with Help. During this intensive institute, we will explore highly effective strategies for mentoring and working with TAs/mentors so you can realize their full potential and value in your course(s). Your work during this institute will focus on incorporating assistants, in all their forms, into your courses in meaningful ways.

Full RFP Link
(Google Doc)Application

Academy e-Learning 9.2: Best Practices for Working with Student Writing
Leadership: Faculty Development and the Technology and Learning Program
Compensation: $750 (taxable income)
Workload: August 3-4, 7-9 9am-4pm intensive plus assessment reporting
Brief Description: You are invited to participate in Academy e-Learning (AeL) Cohort 9.2, the second of this summer’s one-week institutes. In recognition of the campus’ on-going interest in high impact educational practices, this institute is focused on supporting students’ writing.

Full RFP Link
(Google Doc)Application

Writing Bootcamp
Leadership: Chris Fosen
Compensation: $500 (taxable income)
Workload: May 23-26 8am-4pm
Brief Description: You are invited to take part in a one-week writing bootcamp. Applicants are expected to be physically present and participate all day.  Since our goal is substantive writing, it is most suitable for projects that are already well under way.

Full RFP Link
(Google Doc)Application

Learning Enhancement Grants
Brief Description: The Center for Excellence in Learning and Teaching (CELT) is offering faculty awards of up to $5,515 to improve quality and productivity in learning and teaching in a course or program. Projects that strongly enhance student learning and have a demonstrable impact receive priority consideration. Proposals should address relevance to the University Strategic Plan. Funds awarded in spring of 2017 must be expended between July 1, 2017 and May 30, 2018. Proposals are due by Friday, March 31, 2017 at 5pm.

Full RFP Link
(Google Doc)Application

Just in time Professional Development
Brief Description: The Faculty Development Program is offering faculty awards of up to $1,000 in Professional Development Funds to support faculty who need to attend a conference or support a project. The funds must be expended by 5/30/2017.

Full RFP Link
(Google Doc)Application
Faculty Development is searching for the next director!

28 February 2017:

A flurry of national stories has highlighted the topic of recording classroom discussions. Earlier this year at Orange Coast College a student was suspended for recording his professor’s views about President Trump and then publishing them. At the recent Conservative Political Action Conference a workshop encouraged students to do that exact thing. Have you had a student record you? Without your knowledge? How would you know?

These are all complicated questions, so I did some reading and research.

• FindLaw has an excellent article on the legal dynamics at work in these situations. California is a “two-party consent” state when it comes to recording. While this is typically in reference to wiretaps, they argue the same principles apply in the classroom.
• Student Judicial Affairs provided some guidance: “Unlike other campuses we do not have a campus policy on classroom recording except: 1) Title 5 governing student conduct does state, in part, the “Grounds for Student Discipline include “unauthorized recording, dissemination, or publication of academic presentations (including handwritten notes) for commercial purpose.” 2) ARC has a specific policy on “Audio Recording Lectures” which states that students are eligible for audio-recording accommodations if their disability impairs access to classroom lectures. (see ARC for the process for requests).”

My strong recommendation is that if this if you are concerned about this you should create an explicit policy for the syllabus. Students often have legitimate reasons for wanting to record class, and their peers may have good reasons for not wanting a discussion recorded. Having a policy requiring consultation prior to recording is consistent with the law and gives you an opportunity to consider the interests of all your students.

Finally, a few reminders.

Join us for an open forum on Community Based Scholarship hosted by Faculty Development and Civic Engagement. Selvester’s 100 3/10 1-3pm.

Faculty Development is searching for the next director!

We held a popular workshop on Dossier Prep for Lecturers earlier this semester.