April 2024 Tuesday Tips

2nd April 2024

Tuesday Teaching Tip: Grading for Growth

Grades are weird. We look at the work of a student, then we measure it against a rubric, often derived from work other students have done, and assign it a point value. Those points are added together at the end of the term and matched with a letter grade in a table which we then submit to the University. Then those letters are translated back into numbers so a student can know their cumulative GPA. This is the system we have arrived at through happenstance and history and it is outlined quite well in the recent book Grading for Growth(opens in new window) by David Clark and Robert Talbert (check out this substack(opens in new window) or recent podcast(opens in new window) if you don’t want to read the whole book). 

There are, of course, actual grading policy guidelines(opens in new window) for this at Chico State. There are radical alternatives (opens in new window)other Universities have tried. There is even the alternative of “ungrading(opens in new window)” which seeks to unpack and undo the history of grading. 

This is not an endorsement of any specific practice or critique. Systems of grading are one of the many truths we have historically accepted that deserve a closer look. Take a few minutes and reflect on what you hope to accomplish when you assign a student a letter grade to see if it matches up with the broader convictions you have about education, growth, and learning. You could even go further and have a conversation with your students about what grades mean to them. 

Speaking of investment of time–applications for our summer programs on AI (May 28-31) and Writing (June 3-13) are open until April 19. Check out the full calls and apply now(opens in new window)!

Zach Justus
Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

If you’d like to comment on this or any other Tuesday Tip, visit the FDEV Blog(opens in new window).
All past Tuesday Tips are curated on the FDEV website.

9th April 2024

Tuesday Teaching Tip: Artificial Intelligence Grab-Bag

Several AI stories/resources are coming in at the same time, so I’ve packaged them together to save some time and inbox space.

First, Ethan Mollick(opens in new window), a professor at Wharton and a leading voice on AI in higher education was a recent guest on the Ezra Klein(opens in new window) show. I can’t make you read or listen to anything about AI (or anything else for that matter), but if I could this would be the thing. During a 2nd half conversation about writing (which they later expanded to many other areas of student work) Mollick remarks “any writer knows about the tyranny of the blank page, about staring at a blank page and not knowing what to do next, and the struggle of filling that up. And when you have a button that produces really good words for you, on demand, you’re just going to do that.” The situation is not hopeless, but it does require some attention. Invest some time in this episode and you will be closer to solutions than where you are now.

Second, we are hosting an informal AI conversation on 4/19 via Zoom(opens in new window). This is a great opportunity to talk about what is going on in the classroom, in your own work, and discuss ethics and possibilities. Nik Janos and I started these conversations last year and we have found they work best when we come with a supportive attitude and intentionally to avoid disparaging our colleagues, students, or administrators by keeping the conversation focused on the technology and our perspectives. This is not a policy-making or agenda-driven space. All employees are welcome to attend and participate.

Third, applications for our summer programs are due on 4/19. We have an AI retrofit intensive and the popular writing intensive. Apply for one or both. We would love to see you and work with you this summer.

Zach Justus
Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

If you’d like to comment on this or any other Tuesday Tip, visit the FDEV Blog(opens in new window).
All past Tuesday Tips are curated on the FDEV website.

16th April 2024

Tuesday Teaching Tip: Celebrate the Earth

Compiled by Rebecca Nelson, Admin Analyst/Specialist (ranelson@csuchico.edu)

Join us in celebrating Earth Day on 4/22 and Earth Month throughout April, along with continuing efforts throughout the year to support environmental sustainability and resiliency. In Faculty Development, we are passionate about this work and have been proud sponsors of the Teaching Climate Change and Resilience FLC series. These events are enrichment opportunities for ourselves and our students. We hope you find something here that resonates with you and what you teach.

Earth day is an internationally recognized holiday to raise awareness, inspire change, and foster a deeper connection with nature. The Associated Students (AS) will be hosting an Earth Day Festival(opens in new window) on Monday, April 22nd from 11:00 a.m. - 2:00 p.m. at Trinity Commons. Visit the AS Sustainability program webpage(opens in new window) for more information.

Extend your Earth Day celebrations into the weekend by signing up to volunteer(opens in new window) at the 2024 Chico Spring Clean Day (PDF) on Saturday, April 20th from 9:00 a.m. - 12:00 p.m. at Hooker Oak Park and attending the Butte Environmental Council’s Endangered Species Faire(opens in new window) on Saturday, April 20th from 10:00 a.m. - 4:00 p.m.

Attend a public talk on Thursday, April 25th from 6:00 p.m. - 8:00 p.m. at the Recital Hall as we welcome Dr. Sarah Ray (Cal Poly Humboldt) and Dr. Jennifer Atkinson (University of Washington, Bothell) for a distinguished visiting professor public lecture to discuss the pre-release of their book, The Existential Toolkit for Climate Justice Educators: How to Teach in a Burning World(opens in new window), an easy-to-use field guide for teaching on climate injustice and building resilience in your students—and yourself—in an age of crisis. Their talk will be followed by a book signing and reception.

Watch The Climate Baby Dilemma(opens in new window), a film written, directed, and produced by award-winning filmmaker Victoria Lean. We were honored to host the international university film premiere of The Climate Baby Dilemma in March and have purchased digital access to the full film(opens in new window) for Chico State through the Meriam Library.

Explore the Butte Resilience Collaborative(opens in new window) vision for a resilient community through collaboration, communication, and connectedness throughout the year.

Visit the Teaching Climate Change and Resilience (TCCR) webpage for additional information and resources.

Upcoming events and announcements:

• 4/16 - Book in Common Faculty Workshop facilitated by Dr. Nandi Sojourner Crodby from 1:00-2:00 p.m. in ARTS 228
• 4/17 - Culturally Sustaining Pedagogy Speaker Series (PDF) facilitated by Casey Phillip Wong at 12:00 p.m. via Zoom(opens in new window)
• 4/19 - Let's Chat: AI and Higher Education informal conversation facilitated by Zach Justus from 9:00-10:00 a.m. via Zoom(opens in new window)
• 4/19 - Summer Programs: Applications due at 11:59 p.m.

Zach Justus
Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150\

If you’d like to comment on this or any other Tuesday Tip, visit the FDEV Blog(opens in new window).
All past Tuesday Tips are curated on the FDEV website.

23rd April 2024

Tuesday Teaching Tip: Servingness is Your Job, Too!

Sent on behalf of Teresita Curiel, Director of Latinx Equity and Success, and Dr. Gloria Lopez, Assistant Professor in History

What is the difference between being at a Hispanic-Serving Institution (HSI) and serving at an HSI? As educators, we constantly work to recognize our students' needs and seek ways to empower them to be active agents in society.   

Generally, an HSI is defined as an institution of higher education with an undergraduate full-time equivalent enrollment of at least 25 percent self-identifying Hispanic students. Chico State first met this enrollment threshold in the Fall of 2014. As part of an HSI, when was the last time you asked yourself how I am serving my Latine/x students today?

Dr. Gina Ann Garcia, a leading scholar on and advocate of HSIs, tells us that servingness is a journey, not a destination. Earlier this month, Dr. Garcia challenged her ¿Qué Pasa, HSIs? Blog readers to remember that "Servingness is your job, too!" How might we, as instructors at HSIs with a growing percentage of Latine/x and first-generation students, find ways to center their experiences and encourage them to take ownership of their own learning experiences?

With the semester quickly winding down, take a pause and consider this line from Dr. Garcia, “Faculty at HSIs must adopt a new curriculum that centers the predominantly Latine/x identified students on campus, but also considers Black, AANHPI, and Indigenous students.”

For now, we encourage you to explore these resources: 

• Dr. Gina Garcia’s Transforming Hispanic-Serving Institutions for Equity & Justice (2023) is available as an e-book through Meriam Library.
• Engage with her work via the ¿Qué Pasa, HSIs?podcast and blog.

For next semester, we encourage you to consider two opportunities:

• Advancing Latinx Servingness Faculty Learning Community (FLC)
  The Office of Faculty Development, in collaboration with Latinx Equity and Success, and with funding from a grant won by Ryan Patten and a team from BSS, will facilitate an FLC in Fall 2024, featuring connected workshops focused on better understanding Latinx university students and how Chico State can advance their success. All faculty are welcomed to apply.  

• 2024-2025 Book in Common 
  Consider adopting next year's Book in Common (BIC), Héctor Tobar's Our Migrant Souls: A Meditation on Race and the Meanings and Myths of "Latino. This book is an opportunity to amplify the voices of Latine/x students and what it means to be an HSI in and outside of the classroom. You can read Ashley Gebb's March 21st feature on Chico State Today for more information about the selection.  Also, faculty can indicate interest in adopting all or part of the book or being part of the Book in Common planning team by completing the FA24 Book in Common form.

Zach Justus
Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

If you’d like to comment on this or any other Tuesday Tip, visit the FDEV Blog(opens in new window).
All past Tuesday Tips are curated on the FDEV website.

30th April 2024

Tuesday Teaching Tip: Universal Design for Learning Showcase

Sent on behalf of Dr. Jamie Linn Gunderson, School of Education

As Wildcats commit to fostering inclusive learning environments and maximizing student success at Chico State, it's essential that we explore innovative approaches that address the diverse needs of our students. One approach gaining momentum in higher education is Universal Design for Learning (UDL).

What is UDL?
UDL, rooted in neuroscience, acknowledges that learner diversity is inherent and should be expected. The UDL framework provides a flexible blueprint for designing curriculum, instruction, and assessment. Integrating UDL into teaching practice fosters inclusivity and enhances learning outcomes for every student by ensuring that all learners can effectively access, engage with, and demonstrate their learning. Interestingly, many existing teaching strategies align with UDL principles, making adopting the framework both intuitive and impactful.

How does UDL connect to teaching practice? Consider the following:

• Do you facilitate peer interactions within your course? Fantastic; you are fostering collaboration and community, which sustains effort and persistence and engages the affective network of the learning brain.
• Do you provide students with checklists or templates to organize their learning, assessments, or assignments? Awesome; you are supporting planning and strategy development, which promotes executive function and engages the strategic network of the learning brain. 

These examples are just two of many strategies that can motivate learners to engage in content and provide opportunities for learners to cement their knowledge through practice, planning, and/or action. Implementation of UDL can look different across learning spaces and recognizing how your teaching already aligns with the UDL framework is a natural first step. From there, it’s all about the +1 Strategy (Tobin & Behling, 2018) and a healthy dose of self-reflection - “How can I get 1% better in my next lesson/assignment/assessment?”

How are faculty implementing UDL?
Great question, thanks for asking! Research examining the impact of UDL implementation on students is in action on our campus. Currently, seven STEM faculty across Chico State and Butte College, along with many of the 20+ faculty who participated in last year’s UDL Faculty Learning Community (FLC), are implementing UDL in their courses. UDL implementation varies and faculty who participated in the UDL FLC over the past couple of years worked to design their course syllabi and learning materials to be more inclusive and accessible, their course activities to be more engaging and interactive, and their course assessments to be more rigorous and relevant to learner contexts. 

Interested in learning more and engaging in opportunities to see what UDL implementation can look like?
Join us for the second annual Universal Design for Learning Faculty Showcase (PDF) on Wednesday, May 8th from 1:00-2:00 p.m. in Colusa 100 (and via Zoom(opens in new window)). At this event, you will:

• Learn about UDL and its impact on learners.
• Hear from STEM faculty sharing their UDL implementation experiences.
• Explore examples of inclusive instructional materials, assessments, and activities.

You don’t want to miss this opportunity to see UDL in action and hear directly from Chico State and Butte College faculty!

JLG

References

• CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA.
• Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.
• Tobin, T.J,. & Behling K.,T. (2018). Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. Morgantown, WV: West Virginia University Press.

If you’d like to comment on this or any other Tuesday Tip, visit the FDEV Blog(opens in new window).
All past Tuesday Tips are curated on the FDEV website.