Category Archives: Training

Classroom of engaged college students using laptops, with bold text overlay reading "Increase Students' Engagement Through Feedback."

Increase Students’ Engagement Through Feedback

As instructors, we know the importance of feedback and checking for students’ understanding of course material. However, we often rely on traditional methods of assessment, like essays and exams. These methods are effective but don’t always allow for timely and constructive feedback. Giving feedback to students in real time helps them identify areas for improvement, deepen their understanding of course material, and develop essential critical thinking skills. Below I’ve shared some strategies to solidify your students’ knowledge prior to a high-stakes assessment. Continue reading →

Beginning to Integrate a Framework for AI Literacy Into Existing Heuristics
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Beginning to Integrate a Framework for AI Literacy Into Existing Heuristics

Within education, we are likely familiar with the many cognitive models and heuristics used to depict learning stages or provide frameworks for approaching the art and science of teaching. Bloom’s Taxonomy, Maslow’s Hierarchy of Needs, Piaget’s Theory of Cognitive Development, Vygotsky’s Zones of Proximal Development, and many other models and theories provide conceptualizations of individual steps, thoughts, stages, or actions to be taken in the internalization and mastery of concepts in education, both for students and instructors. It seems a natural progression then that a similar framework would begin to develop in the age of artificial intelligence that helps instructors and students alike understand the stages of development or work to be done in understanding, testing, and applying AI workflows to our current states of learning and teaching. Continue reading →

Collaborative Efforts in DEI: Reflections on a Universal Design for Learning Faculty Development Program
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Collaborative Efforts in DEI: Reflections on a Universal Design for Learning Faculty Development Program

Sometimes, serendipity plays a remarkable role in our professional journeys. After years of championing Universal Design for Learning (UDL), offering one-off workshops, and engaging in accessibility initiatives for our courses, the perfect opportunity can unexpectedly fall into your lap through unforeseen partnerships. This was precisely the case with our recent faculty development program on Inclusive and Accessible Course Design. Although I had been advocating for UDL for years, it was a conversation between a member of our Center for Teaching & Learning and the Associate Provost for Diversity, Equity, and Inclusion (DEI) that actually led to the creation of this program.

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Bridging the Gap: Cultivating Soft Skills in Students for Lifelong Success 

In my interactions with faculty, a recurring concern emerges: the challenge of fostering essential academic skills in students. These skills encompass, among others, timely submission of assignments and effective communication. Often referred to as soft skills, they form the cornerstone of both academic and future professional success.    Continue reading →

Teaching in Tough Times: How to Counter Languishing and Burnout in Higher Education. An image of a match burning down then becoming a seedling.
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Teaching in Tough Times: How to Counter Languishing and Burnout in Higher Education

A quick note before I move into the post–if you find that your feelings run deeper than just your work, or that the challenges you face are pervasive or problematic across other areas of your life, I would encourage you to seek professional counseling or therapy with a licensed mental health professional beyond the recommendations for approaching your work outlined below.

We all likely know the feeling by now, even if we might still lack the specific terminology to explain it. We’re tired, despite sleeping relatively well. We’re feeling “off,” but we’re not sick. We’re feeling lonely or disconnected, though we still get along with our coworkers and students. We may forget project details or course deadlines, or just find it hard to be excited about starting a new endeavor or covering topics in the classroom that once interested us. Is this burnout, or something else? Continue reading →

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Tried and True Technologies, Part 1: Microsoft

In my college English 101 course I was assigned to write a persuasive essay. Initially, I wanted to write a paper about the purpose of technology. I started doing research, but couldn’t find anything helpful. So I abandoned that and picked a different topic. Lately, I’ve been thinking again about it. In my role here at FITS, I try to find ways to make technology help our office do tasks smarter, faster, and more efficiently. These tasks often take me back to tried-and-true technologies from Microsoft.

One of my projects lately has been working with the Global Learning Experience team, preparing for the upcoming Global Learning Conference in October. This was my first time being on the development side of a conference; let me be the first to say that it is no easy task. My role was specifically on the technology end.

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The “Doctors” Are In at DePaul’s Summer Syllabus Clinics

Walk-in syllabus clinichOver the years, I’ve often heard faculty bemoan the lack of student interest in their syllabi. Students seem to ignore or easily forget key information presented in the syllabus, and many faculty feel obligated to treat the document like a contract, which only exacerbates the lack of student engagement. While many instructors have offered up helpful tips and examples online, it can be daunting to take on a syllabus makeover in isolation.

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Being an Effective Teacher (Part 2)

As part of my efforts to become a better and more effective teacher, I have immersed myself in the literature about effective teaching. I had two fundamental questions I wanted to find answers for or at least some insights about:

1) What does it mean to be an effective teacher?

2) What are some of the salient characteristics of an effective teacher?

In this blog, I would like to share with you part of what I have learned so far.

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A “Wicked Difficult” Challenge: Managing the Obsolescence of Human Knowledge

The New Media Consortium recently released the 2017 Horizon Report. First launched in 2003, the annual report taps into a panel of higher education experts to identify emerging technologies and trends that will impact the industry near term (one year), mid-term (three to five years), and long term (over five years). In addition, the Report identifies six major challenges to the implementation or adoption of education technology. The first two were deemed “wicked difficult” challenges.

Oh my! What could these be? The first is managing the obsolescence of human knowledge and the second is the changing role of the educator. Let’s leave the second on the table for now, and just deal with the thorny first wicked challenge.

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Is There an Age Limit on Technology?

About a year ago, my father came up to my mother and me during breakfast, saying he wanted to upgrade his very old Nokia phone to a smartphone. Our reactions to this confession weren’t kind. My father—who was 61—had almost zero experience with technology at the time. Also, my parents are both from Minsk, Belarus, so English is a second language for them. Going from an old Nokia phone to something that many consider to be a pocket computer was a big leap. I hate to admit that although I’m in the business of introducing new technology to everyone, when my father asked for my help I told him he was too old to be diving into technology. Continue reading →