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INSTITUTE OVERVIEW:

This will be an interactive workshop. Faculty will bring their draft syllabus or their ideas, and they will work together in groups to incorporate academic content with travel components. They will also learn about NAFSA’s recommendations and best practices in risk management. They will learn the procedures and deadlines for proposing and running a course and have hands-on practice putting together a Study Abroad budget. As the program will be interactive, faculty will be asked to bring their computers and any course materials they might have and will collaborate with colleagues for support and feedback.

This workshop will be two full days.

Faculty will be provided with reading materials in advance of the workshop. As a follow-up, they can choose to propose their own program, following the OGE deadlines. Any faculty who are already in the process of putting together programs for 2024/2025 will have already proposed their programs, and this workshop will help them put it together. Faculty who have not yet made a proposal can do so two semesters ahead of travel, on October 1 or February 1.

INSTITUTE FACILITATORS:

1. Sagasti Suppes is a certified NAFSA trainer in several relevant areas, including:
   1. Collaborative Approaches to Developing Faculty-Led Programs
   2. Risk Assessment and Crisis Management in Education Abroad Programming
   3. Student Health and Safety Abroad
   4. Intercultural Communication in Practice

She is also a Visiting Faculty member in GlobalEd, an organization dedicated to the scholarship of international education, and is currently co-writing a series of articles on pluralism in education abroad. She is also a collaborator on an article on student sexual health abroad. Dr. Sagasti Suppes has taught undergraduate travel courses for three higher education institutions, taking students several times to Honduras, Costa Rica, Mexico, Peru, and Spain.

The facilitator will use existing materials from previous workshops and create new materials and activities to create this workshop. She will communicate with faculty and continue to support them as needed after the workshop is completed.

PARTICIPANT EXPECTATIONS:

1. Faculty who plan to travel together on a program are encouraged to participate together in the training.
2. Participation will prioritize any faculty who already have study abroad courses in the 24/25 cycle. After that, it will be on a first-come basis.
3. Participants will be encouraged to do the readings in preparation. They will need to come prepared with a draft syllabus or an outline of a program they’d like to develop further, and they will need to fully participate in the full two-day program. Those who are not already planning a travel course will be strongly encouraged to propose one by the October 1 or February 1 deadline.

INSTITUTE OVERVIEW:

The purpose of the ������Ƶ Institute for Peer Evaluation of Teaching (SIPET) is to train tenured faculty members in effective peer observation and teaching evaluation skills. SIPET provides faculty participants with in-depth information regarding the peer observation process at ������Ƶ. Having skillful peer observers benefits all faculty and the University. The peer evaluation process is important in the tenure and promotion process. The University benefits from having skilled peer observers examine effective teaching practices and produce reports about teaching effectiveness to assist those involved in the tenure process determine if a junior faculty member is meeting the standards for teaching excellence. Evaluation and effective consultation about teaching skills is useful professional development for faculty. Effective teaching directly impacts the student learning experience.  Additionally, SIPET participants are instructed in frameworks associated with effective teaching allowing self-reflection and application of effective teaching practices for all participants.  SIPET promotes increased number of trained faculty to offer peer observation reports aligned to ������Ƶ’s tenure and promotion policies and procedures.

Faculty selected must be available to participate in all three of the scheduled full-day sessions during June 2024.

INSTITUTE FACILITATORS:

SIPET will be co-directed by Dr. Kathy Klein, Executive Director of the Center for Teaching and Learning Design and a tenured member of ������Ƶ’s Occupational Therapy Program, Dr. Liz Shobe, Professor of Psychology and Dr. Meg White, Associate Professor of Education.  The Institute Facilitators provided successful SIPET training in 2021, 2022, and 2023. The facilitators previously completed SIPET training and provided numerous peer observations as tenured faculty. The facilitators were accepted to present Training Peer Evaluators of Teaching, Workshop for Continuing Education, at the Southeastern Psychological Association Conference in New Orleans, LA in April 2023. They are enthusiastic in sharing best practices and assisting faculty in gaining competency in the peer evaluation process. 

PARTICIPANT EXPECTATIONS:

Expectations for 2024 participants are governed by an existing locally negotiated agreement, and stipulate that applicants will:

• Participants are expected to complete pre-institute preparatory activities such as reading, video and other resources (2-3 hours).
• Attend the SIPET sessions (15 hours)
• Work between sessions (amount of work varies) and participate in follow-up assessment activities (1 hour)

After SIPET training, trained peer observers will be advertised to the campus community via the CTLD website and recommended by CTLD, Deans, and others.  The participants will be trained to provide effective and useful peer observations to tenure-track faculty and other faculty considering promotion or other career needs.

INSTITUTE OVERVIEW:

The purpose of this summer institute is to assist faculty (full-time, part-time, adjunct, and professional staff who teach) interested in developing courses on race and racism that will be designated for the R1 and R2 graduation requirement.  The institute will focus on pedagogy and best practises for teaching about race and racism. Participants will learn from facilitators with expertise in this area, read scholarship, and discuss best practices for teaching undergraduate and graduate students about race and systemic racism in the U.S. and abroad, particularly as it relates to systems set up to impede Black progress, but also examining anti-Asian hate and bias. An additional purpose of the institute will be a “train the trainer” approach whereby a core group of trained and experienced faculty can assist with future trainings of additional faculty.

INSTITUTE FACILITATORS:

Donnetrice Allison and Pat Reid-Merritt will serve as co-facilitators for the 2023 summer institute, as both are currently core faculty of the Africana Studies Program and members of the R1/R2 Committee. Both facilitators have years of experience teaching about race and racism and facilitating workshops and trainings about race and racism. Dr. Reid- Merritt is among the senior-most faculty who teach in this area at ������Ƶ University, and she served as editor of a two-volume anthology on race and racism entitled A State by State History of Race and Racism in the United States, published by Greenwood (2019). Dr. Allison was a contributing author for this anthology, and currently serves as Program Chair for Africana Studies.

PARTICIPANT EXPECTATIONS:

This institute will take place over a four-day period, from 10 am until 2 pm each day. It welcomes not only those who are planning to apply for the R designation, but those who have recently been approved for the R designation and will teach their course for the first time in Fall 2024, and those who have been asked to revise and resubmit their R application.

On the first day, participants should come prepared to discuss the courses they intend to adjust for R1 or R2 designation.  On the second and third days, facilitators will guide participants through readings and best practices for teaching about race and racism, and on the final day participants will present specific adjustments made to the courses reviewed on the first day. Finally, there will be periodic check ins with participants to address any concerns they have. 

INSTITUTE OVERVIEW:

The purpose of this institute will be to refine and/or rewrite QUAD program learning outcomes and develop a plan for University-wide curriculum mapping and ongoing assessment. Participants will refine/rewrite QUAD learning outcomes on the first day and will focus on curriculum mapping and a plan for ongoing assessment on the second day. The new assessment plan will be implemented for the 2023-2024 academic year and will be assessed at regular program meetings. 

INSTITUTE FACILITATORS:

Emily Ryan will serve as facilitator for this institute. She is an Instructor of Mathematics and First Year Studies, and the QUAD Convenor.

Alaina Walton, Director of Academic Assessment for the University, will serve as a mentor for this Institute.  

PARTICIPANT EXPECTATIONS:

This institute will take place over two full days. Participants will be expected to generate University-wide QUAD program learning outcomes, come up with a plan to facilitate curriculum mapping, and develop an overall approach to ongoing assessment.

INSTITUTE OVERVIEW:

As teachers, many of us aim to continuously improve our teaching methods and course materials for students. We can usually tell whether a class session felt effective or not based on our goals for students, but we may not rely on other types of evidence to confirm our initial reactions regarding the effectiveness of the lesson. The purpose of this institute is to demonstrate how to approach teaching as a science and how to use the classroom as a laboratory for collecting data and testing whether a class session was effective (Hiebert, Morris, & Glass, 2003). In this institute, participants will learn about scientific continuous improvement systems in education and other fields, such as business and medicine. Participants will be asked to select a short (1-3 day) curricular unit of a course they regularly teach and to engage in scientific improvement methods to improve the effectiveness of that selected unit.

Continuous improvement methods have the potential to benefit both instructors and students. They benefit instructors by making teaching decisions and rationales (that are usually invisible and internal) explicit. This typically strengthens curriculum materials by explicitly analyzing the connections between learning goals, class activities, anticipated student work, and actual student work after implementing the lesson. The process is similar to receiving feedback on a manuscript that helps to strengthen the connections between the main claim and support for that claim, for example. Continuous improvement methods can also benefit students in the long-term because the class sessions students experience will likely improve students’ learning opportunities over time.

Participants will leave the institute with a deeper knowledge of systems of continuous improvement (Hiebert, Morris, Berk, & Jansen, 2007; Morris & Hiebert, 2009, Senchal, 2015), network improvement communities (Bryk, 2015; Bryk et al. 2015), and (Japanese) lesson study (Lewis, 2015; Lewis, Perry, & Hurd, 2009; Lewis, Perry, & Murata, 2006). 

INSTITUTE FACILITATORS:

Dr. Suppa has a Ph.D. in mathematics education, with a focus on continuous improvements at the college level. She has conducted three research studies investigated continuous improvement systems and has participated in rigorous scientific improvement cycles at the University of Delaware, where all faculty members teaching the same course are expected to use and improve the same lesson plans. She has taught these courses for 3 years and engaged in 6 such improvement cycles (one cycle per semester). She currently uses these methods to improve her teaching practices for FRST mathematics courses and G courses at ������Ƶ. She has used these methods for 5 years to develop her own curriculum (i.e., textbook) for students in FRST 1103 (Quantitative Reasoning) at ������Ƶ. Her research focuses on how continuous improvement methods can be used to develop curriculum materials that support novice instructors to teach like experts.

PARTICIPANT EXPECTATIONS:

Participants will be expected to read 2-4 research articles and/or book chapters in preparation for the first day of the institute and to choose a curricular unit of a course they wish to improve. They will engage in small group discussions, reflection writing in shared google docs, Q&A sessions with the facilitator, and listen to short presentations by the facilitator on the first day. In between the two days of the institute, participants will create their curriculum materials and send them to the facilitator prior to the second day. Then, on the second day of the institute, they will present their materials to one another in the morning and then work to improve upon their materials in the afternoon. By the end of the second day, participants should have very detailed lesson plans (with learning goals, class activities, rationales for those activities, and anticipated student work) and formal assessments that allow them to engage in scientific continuous improvement methods. Participants will submit the final drafts of their curriculum materials to the facilitator upon completion, prior to fall of 2024. It is expected that most participants will finalize these materials by the end of the second day of the institute.

INSTITUTE OVERVIEW:

The institute will last two full days (9:00-4:00). The first day will include a brief  introduction to institutional and state goals relating to open education resources (OERs).  Participants will explore methods for finding and evaluating OERs/OARs for a selected  course. OER adoption and implementation strategies will be discussed and aligned to  appropriate course design and assessment strategies. After the first session, participants  will select OERs and integrate them into their syllabus and teaching plan for a selected  course with guidance from assigned mentors during the month between the first and  second institute sessions. On the second day (one month later), participants will present  information about the selected course, demonstrating integration of OERs in a manner  that enhances teaching and learning in alignment with student learning outcomes (good  course design). Participants, facilitators and mentors will provide feedback and continue  to assist participants with OER implementation issues during the second session.  Participants will apply for the Z-course attribute before the conclusion of the second  session.

INSTITUTE FACILITATORS:

Emily Ryan, the Faculty Fellow for Open Education Resources will have overall responsibility for the institute.

PARTICIPANT EXPECTATIONS:

Prior to the institute, participants will be asked to complete about 30 minutes of  preparation activities before attending the first session. At the institute, each participant  will be expected to convert a selected course to include only zero-cost or low-cost  materials (OERs). After the first session, participants will spend approximately a month  working with a faculty mentor to design the selected course to be a Z or Z1 course.  Participants will be expected to present a syllabus and teaching plan for the revised  course to the other participants on the second day of the institute. At the conclusion of the  institute, participants will complete assessment activities and during the semester when  the course is taught, participants will submit the syllabus being used in the course to the  institute facilitators.

INSTITUTE OVERVIEW:

Designing a Quality Online Course is an interactive, immersive, virtual summer institute that equips faculty with the skills and knowledge necessary to design an effective and engaging online course. The institute will cover key principles of online course design, including instructional design, learning outcomes, course structure, assessment and evaluation, and the use of technology. Participants will gain a solid understanding of what it takes to create an online course that effectively meets the needs of students. The goal of this institute is to empower faculty to design high-quality online courses that support student learning and success. This institute is designed for faculty who are scheduled to teach an online asynchronous course at ������Ƶ during the 2024-2025 academic year. Faculty will learn to assess course design and delivery using the Quality Matters Higher Education Rubric.

INSTITUTE FACILITATORS:

Abigail Laird, CTLD Instructional Designer, will be the facilitator for the Institute. Abigail has instructional design expertise, experience and training in Quality Matters, and significant experience assisting faculty with course design and delivery.

PARTICIPANT EXPECTATIONS:

In preparation for the institute, faculty will be assigned 2-4 hours of preparatory readings and tasks.  Participants will be required to complete all instructional materials and tasks during the institute (15 hours of institute work) and are required to engage in course development activities such as course mapping, syllabus development, course layout on Blackboard, and course delivery strategies between institute sessions (anticipated to be 20-40 hours of work).  It is anticipated that participants will participate in survey and assessment follow-up activities requiring 1-2 hours of time.  This is an intensive institute resulting in completed online course design (total of 38-62 hours).

INSTITUTE OVERVIEW:

Professors Lisa Youngblood (Associate Chair of FRST Writing), and Joe Cirio (Convenor for W2-designation, Writing-Across-the-Curriculum or WAC) propose a 2-day summer institute for 2024 that will provide faculty across campus mentorship and professional development in writing pedagogy whether they are teaching W1 or W2 courses. The focus of the 2024 Summer Institute will be on methods and approaches of responding to student writing. The institute will cover content such as means of designing multiple instances of drafts for student projects, approaches in responding to student writing, how and why to invite student self-reflection in the drafting process, and alternate modes of grading such as labor-based approaches, grading contracts, and rubrics. The summer institute is meant to prepare writing instructors of any level to teach writing in ways that are grounded in theoretically-sound approaches to teaching writing. For both the FRST Writing program and WAC program (W2), best practices are primarily shared through impromptu or backchannel mentorship with individual faculty members in response to particular issues that may arise throughout the year. However, the institute is meant to provide both a deeper scholarly rationale for how to approach teaching writing as well as how to realize writing outcomes through best practices. 

INSTITUTE FACILITATORS:

The Summer Institute will be co-facilitated with Professors Lisa Youngblood and Joe Cirio, both of whom are faculty members in the FRST program in the William T. Daly School of General Studies.

Lisa Youngblood is an Instructor of Writing and First-Year Studies and has served as Associate Chair of FRST Writing since Summer 2021. As Associate Chair, Lisa mentors adjunct faculty members in FRST Writing and provides professional development for all FRST Writing faculty. Lisa also served as the Faculty Fellow for Writing during the academic year 2020-2021, at which time she provided professional development on writing and worked individually with faculty members across the university teaching W2 courses.

Joe Cirio is Assistant Professor of Writing and FRST and has served as the Convenor of W2-Designated Courses (Writing-Across the Curriculum or WAC) since Fall 2022. In this role, Joe facilitates the review process of applications for W2 courses which includes providing feedback to all applications, facilitating discussions with the WAC committee on the applications, circulating feedback from the WAC committee to applicants, and meeting with faculty members to prepare or revise their W􀃃 applications. Joe has served on the WAC committee as a member since Fall 2020 where he provided feedback and mentorship to applicants. Joe regularly teaches W1 and W2 courses at ������Ƶ, including courses for the interdisciplinary Writing Minor.

PARTICIPANT EXPECTATIONS:  

Participants will be expected to come to the first day of the institute with a syllabus from a W1 or W2 writing course that they have taught or plan to teach in the future. On the second day of the institute they will be expected to present a writing assignment, course policy, lesson, or assessment tool or technique from the course that they have developed or modified based on discussion and instruction during day one. Facilitators will provide feedback on these for all participants.