First Fridays will return in the fall.
ATLE Professional Development Distinctions
Faculty who attend 12 or more Frist Friday workshops during an academic year are honored with the ATLE Professional Development Distinction.
2020-2021 (Note: the requirement for this academic year was shortened to 8 or more)
- Nelli Cirineo (highest attendance)
- Kamila Dell
- Kimberly Fields
- Tatsiana Kulakevich
- Sharonda Lovett
- Meera Nanjundan
- Steven Walczak
2019-2020 (Note: the requirement for this academic year was shortened to 8 or more)
- Nelli Cirineo (highest attendance)
- Olukemi Akintewe
- Ehab Ammar
- Jamie Chilton
- Margherita Maria Ferrari
- Sheila Gobes-Ryan
- Armando Hoare
- Annamaria Iezzi
- R.J. Lambert
- Timothy McGarvey
- Monica Meierdiercks
- John Preston
- Souheil Zekri
- Jamie Gluvna Munn (highest attendance)
- Kellas Cameron
- Trevor Hedberg
- Nebi Salim Bakare
- Souheil Zekri
- Russell Clayton
- Irene Odell (highest attendance)
- Jenna Campbell
- Kamila Dell
- Matthew Foster
- Trevor Hedberg
- Ismael Hoare
- Henrick Jeanty
- Andrea Lypka
- Michael Maness
- Aurora Sanchez-Anguiano
- Jacqueline Wiltshire
- Steven Walczak (highest attendance)
- Alexxis Avalon
- Karen Colucci
- Elizabeth Cramer
- Ioannis Dogaris
- Ismael Hoare
- Allyson Hoffman
- Andrea Lypka
- Katie Pazda
- Aurora Sanchez-Anguiano
- Gregory Van Winkle
---------------Partial List of Workshop Topics---------------
Academic Disruption, Behaviors of Concern, and Classroom Management Behaviors
This presentation will review services offered through Student Outreach and Support, SOCAT, and Student Rights and Responsibilities. Specifically, presenters will discuss the differences between academic disruption and behaviors that may indicate a student is experiencing distress, including examples of when the two areas may overlap. The presentation will include a discussion on how faculty can respond to instances of both academic disruption and behaviors of concern and will learn how to identify, refer and support students engaging in disruption or experiencing distress. Facilitated by Makenzie Schiemann.
Accessibility of On-line Content and Students with Disabilities
The web and other on-line resources offer access to vast quantities of knowledge and resources and ensuring web accessibility allows people with disabilities to search and navigate without barriers. However, accessibility is hindered through improper development and design of web/on-line content. USF’s goal is to ensure course materials are accessible from the point of creation and this presentation will provide insight on creating on-line content that is accessible to all users. Facilitated by Deb McCarthy.
Active Learning as an Approach to Building Empathy In The Diverse Classroom
This workshop will engage faculty in a simulated learning experience designed to build empathy and accentuate the value of active learning with diverse students. Participants will also learn about resources provided by the Office of Diversity Inclusion and Equal Opportunity. ***PLEASE NOTE: THIS WORKSHOP IS SCHEDULED FOR 2 HOURS.***
Active Learning vs. Guided Learning—the Great Debate
Is inquiry learning always indicated? Are drills and memorization ever warranted? There are debates in published journals on these and related questions, and we'll explore the controversy on our way to our own understanding of what fits each circumstance. Click here for HANDOUT 1 and HANDOUT 2.
Addressing Student Anxiety and Frustration
Many students enter courses anxious and fearful that they will not do well, resulting in poor performance. Others become frustrated if they begin to receive low grades and feel that they "just don't get it." In this workshop we will discuss strategies, techniques, and best practices that can be used to help students mitigate these issues. Click here for HANDOUT.
Applying Cognitive Learning Principles to Your Teaching
Find out how you can use the science contained in various cognitive learning principles to enhance your teaching. Come with some lessons from your course in mind!
Applying for the TA Teaching Award
Applications for the TA Teaching Award are due in early February. Learn how to use Google Sites to house your e-Portfolio, and gain insights into how to craft your application materials for maximum effect. Click here for more information
Anatomy of a Lecture
Join us for this interactive discussion regarding ways you can structure your lectures for maximum impact, or at least keep students interested and engaged.
Assessment and Rubrics
Learn about types of assessment and how can you improve grading of subjective assessment through building rubrics.
Assessment in Service-Learning Courses
The purpose of this workshop is to provide instructors with two assessment tools to utilize in their service-learning courses. One will assist with assessing students’ critical thinking and the other will assess their civic mindedness. The workshop will provide applicable links to references and inform of opportunities for publishing. Facilitated by Mazi Ferguson.
Assignment Redesign Workshop
Do you have a favorite in-class assignment that needs a refresh? Perhaps that one activity or lesson plan that never quite worked the way you intended? Pick one and bring it with you (electronically or hard-copy) to this hands-on workshop. We will discuss strategies for reworking your assignment, then work with colleagues to make updates that align with your objectives for the class.
Atomic Learning Video Tutorials
A paid-for service through the library, Atomic Learning provides video tutorials for students on dozens of software packages that you might assign them to learn/use. Find out what Atomic Learning can do for you as a teacher (or a learner yourself!) at this workshop.
Attention: Getting It and Maintaining It
In this presentation, we will discuss why it is important to get students’ attention, in the absence of which no learning can occur, specific ways to capture it and maintain it.
Autonomy and Student Engagement
In this presentation, we will discuss the benefits and drawbacks of giving students autonomy.
Avoid Saying the Wrong Thing to Students: Maximize Learning by Minimizing Your Assumptions
It’s all too easy, unfortunately, for the things we say in front of the class to negatively impact student motivation and ultimately learning. What if we claim that a particular process is easy, for example, and yet there’s a student in the room who nonetheless finds it difficult. Our dismissal of the difficulty would likely be demoralizing for the student, possibly creating a self-fulfilling prophecy of their inability to complete such tasks. There are other hazards regarding motivation, grit, identity, and assumptions about culture, mental health, or stability of family life. We’ll tackle how to balance these competing tasks and leave with a set of principles to minimize our own assumption-making, and in the process give every student the best chance to succeed.
Back to Basics: What Really Matters in Teaching
Some pedagogies come in and out of vogue in publications about teaching, and yet there are a few core areas under the teacher's control that matter more than others. We'll explore those areas and provide a few tricks for keeping them in mind as you teach.
Backward Course Design: Aligning Outcomes and Exam Questions
Backward design starts with learning outcomes of the course (or what we want students to achieve as a result of the learning experience). Assessment is the core component of course design, and it provides evidence of how well students have achieved the outcomes. Therefore aligning assessment and outcomes is essential. In this workshop, participants will identify components of backward course design, apply Bloom’s Taxonomy in writing effective outcomes, and write exam questions that align with those outcomes. Click here for HANDOUT 1 and HANDOUT 2.
Beat the Cheats: Dealing with Academic Misconduct
Plagiarism and other forms of cheating are nothing new, but they appear in new forms in every generation. Fortunately, so do new ways to deter and detect cheating. Join us as we explore methods to cultivate academic integrity in your classes.
Becoming a Critically Reflective Teacher
John Dewey once said, “We do not learn from experience...we learn from reflecting on experience.” Instructor’s self-reflection, colleagues’ perceptions, student feedback, and literature are common lenses through which teachers can critically reflect on and improve their teaching. In this workshop, participants will be able to define reflective teaching, and identify critical reflective practices. Click here for HANDOUT 1 and HANDOUT 2.
Being Interactive in LARGE Lecture Halls
It's easier logistically to be interactive with students when classes are smaller. How do we make the same interactions work for large lecture halls? We will isolate the interactive techniques that DO work in large lecture halls and address the problems (fixed seating, poor acoustics, etc.) that typically get in the way. Click here for HANDOUT.
Best Practices for Flipped Learning
Much has evolved in this decade about how flipped classrooms should be conducted. The workshop will discuss the best practices for the use of time before class, in-class, and after class, and how to use the LMS effectively to manage content, deadlines, and grading. Facilitated by Autar Kaw.
Better Presentations: Delivery and Visuals
We will examine best practices when designing a power point presentation, and when delivering the presentation itself. Please bring a power point presentation you would like to discuss and work on with your colleagues.
Beyond the Laboratory: Research & Creative Projects
Find out how to engage students in developing 21st century workforce skills, accelerating their graduation, and improving their grades. In this workshop we will discuss strategies to expand students’ ideas about research with course examples and sample syllabi. Facilitated by Michael Cross.
Beyond the Research Paper: Designing Global Assignments
Interested in getting students actively engaged with global issues? In this session, we will discuss how global assignments can be incorporated into a class period or throughout a semester and into small or large classes. Participants will have the opportunity to consider a variety of assignment approaches that require thoughtful input from their students while keeping the output manageable for the instructor. Facilitated by Kara Fulton and Summer Mitchell.
Blogs in Online Courses: Best Practices and Considerations
This presentation will discuss the role blogs can play in online courses increasing students’ critical thinking skills as well as in allowing them to express their ideas. Facilitated by Aurora Sanchez-Anguiano.
Bringing Escape Rooms into the Classroom: Design Feasibility and Application
Educational gaming is a current trend in higher education to promote engagement and critical thinking among students. On example is an escape room, which can be used to encourage teamwork and critical thinking, while adding a fun twist with clues and a time constraint. This session will cover escape room design, implementation, and classroom sequencing with a focus on effective technology utilization to overcome resource and classroom space limitations. Attendees will participate in an escape room learning activity that demonstrates the application of this active learning strategy. Facilitated by Kamila Dell and Gwendolyn Wantuch.
Building a Classroom Community
Do you find that your students are often reluctant to "come out of their shell" in class? Would you like to see more open discourse, sharing and collaboration among your students? Join us for a discussion of the theories and strategies related to establishing a sense of community in college courses. Click here for HANDOUT.
Building on What They Know: Prior Knowledge and Learning
We know that all new learning depends on students’ prior knowledge. In this workshop, we will examine ways to assess the accuracy of this prior knowledge and means to activate it in order to promote further learning.
Can’t Fight This Feeling: Emotion in the Classroom
In this workshop we will examine what role emotions play in learning and how we can channel them toward positive outcomes.
Canvas-Based Online Homework System
One of the substantive changes that the General Chemistry instructors are happy to share with you is that we have created an online homework question database and embedded it in the university’s supported course management system (Canvas). This database provides specific feedback to students on mistakes made and provides alternative, related questions on subsequent attempts. The Canvas-based homework system is completely free for students to use, which substantially lower the costs passed onto students. Facilitated by Rong Zhang.
Canvas Best Practices
Learn how to get started in Canvas and explore what's new and different in this learning management system. We will also discuss best practices in using the software. Click here for HANDOUT.
Canvas Best Practices II (Advanced)
So you've mastered (or at least understand) the basics of setting up your course(s) in Canvas. Now what? In this hands-on session, you will learn how to use several tools in Canvas including modules, files, and pages to organize your courses following principles of good course design. Click here for HANDOUT.
Canvas Crash Course for TAs
Get up to speed with this Canvas "crash course" specifically designed for USF Teaching Assistants. You will be guided through an overview of Canvas including the use of global and course settings, as well as a variety of day-to-day tasks for which you might have responsibility. Click here for HANDOUT.
Canvas E.R. (Emergency Room)
Just returning from a year's sabbatical? New to USF? Need a crash course on hosting your class on USF's learning management system (LMS), Canvas? Join ATLE Teaching Fellow, Cynthia Patterson, for this workshop for instructors new to Canvas. Click here for HANDOUT.
Canvas on the Go
Learn how to install and use Canvas's mobile (phone and tablet) apps to get more done when you are on the go, including messaging students and giving feedback on assignments using Speedgrader. Click here for more information.
Join us for a lively discussion on strategies, reactions, and policies pertaining to classroom management issues. We'll use a micro-scenario approach to explore the issues and uncover the principles below. Click here for HANDOUT.
Classroom Assessment Techniques (CATs)
Do you frequently ask your students the questions: “Is everything clear?” “Any questions?” and end up with no answer, and disappointedly just move on? How could you know that students are actually learning what you want them to learn during class? CATs are the answer. CATs are brief, non-credit, effective direct, formative classroom activities, that can help improve learning and clarify your teaching. In this workshop, we will apply several CATs like: think-pair-share, concept maps, directed paraphrasing, approximate analogy, and many others. Will also discuss some tips on how to apply those CATs effectively. Click here for HANDOUT.
Community Engaged Teaching and Scholarship
The definition of community engagement scholarship spans the range of research, teaching, and public service and is expressed across the spectrum of disciplines comprising the modern research university. In this workshop, we will focus on how community engaged research and teaching can be used to further faculty scholarship for tenure and promotion. Facilitated by Lillian Wichinsky.
Conceptualizing Course Material for Improved Class Flow and Productivity
If you have ever wondered how to make the most of your class meetings and better engage your students, this workshop is for you. With background knowledge from a time-lapse self-study of the facilitator's teaching (Persohn, 2015), participants will think through their course materials and objectives, work together to devise their own course segments, then draft potential class agenda models with the goal of promoting student attentiveness and increasing opportunities for student learning. Facilitated by Lindsay Persohn.
Confidence in the Classroom
In this workshop, we will propose strategies and tips that will help you project more confidence and ultimately become a more efficient teacher. We will study a few scenarios that will help you deal with common classroom challenges. Click here for HANDOUT.
Connecting Course Content & NACE’s Career Readiness Competencies
Tired of students asking: “How will I use this in the real world?” This session provides faculty and instructors with a new way to help our students connect what they are learning in the classroom to the essential skills they need for life after USF. We will use the NACE Career Readiness Competencies as a framework to illustrate how course objectives and content can be linked to future career success. And we’ll share details about our new Career Readiness Badging Program, which encourages students to connect classroom learning, experiential learning opportunities, and related USF resources to prepare them for employment or admission to graduate school. Sample syllabi and program materials will be provided. Facilitated by Lynn Chisholm and Peter Thorsett.
Constructive Alignment: Aligning Student Learning Outcomes, Assessment, and Learning
Backward course design starts with writing good student learning outcomes, then selecting proper content, assessment and learning activities. Therefore, aligning those components is essential. In this workshop, participants will identify components of backward course design, apply Bloom’s Taxonomy in writing effective outcomes, and start building a course alignment plan. Click here for HANDOUT 1 and HANDOUT 2.
Constructive and Effective Feedback to Student Writing
In this session, we will discuss best practices to give feedback to your students’ writing assessments. We will discuss different types of feedback, as well as strategies to make grading more efficient. Feel free to bring writing samples that you found difficult to respond to.
Course Design Basics
Talk with faculty colleagues about some of the best practices for designing (or perhaps redesigning) your course. This discussion will also highlight principles of backwards design and offer tools for ensuring that your course is aligned.
Course Redesign: Self Starter Kit
It doesn't require an entire department, or even a large commitment of time, to re-invent and re-imagine your course. We will share ideas for jump-starting a course redesign that matches your skills and comfort level. Click here for HANDOUT.
Court Savvy: Tone Deafness, Reacting to Your Audience, and Selecting Content
From ignoring your audience's level of pre-knowledge to falling into tunnel vision from loving your own content too much, there are many ways things can go wrong when presenting information. But what is the "right" way? We will deconstruct several samples toward building a series of tools that you can use to gauge whether your material will be interesting for your own students
Crafting a Study-Abroad Experience From a Faculty Perspective
We'll discuss best practices (and things to avoid!) when creating a study abroad experience for your students. Faculty who have never attempted study abroad are especially encouraged to attend. Facilitated by Jennifer Collins. Click here to view the PRESENTATION.
Creating Canvas Learning Modules for Flipped Classrooms
Join us as we explore the options available in our Canvas LMS to create engaging Learning Modules for our Flipped Classrooms.
Creating Classroom Exercises Based on Social Media
One of the ways to engage students in learning is with things they already know. This workshop will present two sample exercises using twitter and Facebook as models for inquiry-based learning in a theatre class. The workshop will include an opportunity for the participants to employ one or the other exercise and share the results. Facilitated by C. David Frankel.
Creating Effective Presentations with Six Key Questions
In this workshop we will discuss strategies to revitalize your presentations and effectively communicate ideas. Additionally, we’ll spend some time sharing favorite tips and tricks with colleagues.
Creating Great Group Assignments
Join us for this discussion about the most common student objections to group work and explore features in Canvas that can be used to facilitate truly cooperative learning experiences that you and your students will enjoy. Click here for HANDOUT.
Creating Kindle, eBook, and other Cheap or Free Options for Your Students
From on-demand publishing to electronic books, there are many options for faculty to make material available to students that are low-cost or no cost. Find out what's possible (and what isn't) in this lively discussion.
Creating Inclusivity: An Approach to Sensitive Subjects in the Classroom
Broaching controversial or difficult subjects such as race, class, gender, sexuality, religion, political affiliation, bias, discrimination, and more in the classroom is increasingly common, if not necessary, as student bodies become more diverse and universities place more emphasis on inclusivity. This workshop will focus on how to tie diversity-related issues to course material and student learning outcomes, and how to manage productive, engaging classroom conversations on sensitive subjects. It will also include a discussion on best practices in learning students’ pronouns. Facilitated by Jay Summer.
Creating Wicked Students
“Wicked” problems are ones that tackle complex and uncertain scenarios, such as many of today’s thorniest problems in society that resist simple fixes. We will investigate how to create courses and assignments to cultivate this type of multi-dimensional critical thinking in our students. Click here for HANDOUT.
Creativity in the Classroom
Do you want to get more creative with your teaching, but don't know where or how to start? Have you found a creative teaching practice that you like, but you don't know how to adapt it to your class? Join us for a look at some ways that you can enhance the creativity in your course.
Cultivating a Culture of Academic Integrity
This workshop is designed to familiarize you with Turnitin, USF's new plagiarism detection software in Canvas, and to stimulate discussion about ways faculty can discourage student academic misconduct. Click here for HANDOUT.
Customize Instruction Using Differential Assignment (in Canvas Mastery Paths)
Student learning benefits from customized instruction. One relatively simple customization method is to give students different assignments based on their abilities or interests (differential assignment). For example, struggling students could be assigned remedial material while advanced students are assigned something more challenging. This workshop will cover differential assignment strategies and demonstrate how they can be implemented in Mastery Paths, a new tool for automating differential assignment in Canvas. Attendees will identify an opportunity for using differential assignment in their teaching and build a corresponding Mastery Path in Canvas.
Dee Fink's Integrated Course Design Model
Dee Fink's Integrated Course Design Model is all about creating meaningful, engaging, and significant learning experiences for our students. Join us in this intriguing conversation as we take a look at his Integrated Course Design model to see how potentially useful it can be.
Dee Fink's Taxonomy of Significant Learning and Bloom's Taxonomy of Educational Objectives
There are now two great taxonomies to help us form engaging and meaningful learning outcomes for our courses. Join us in this intriguing conversation as we take a look at each of these taxonomies and see what benefits they can provide for both our students and faculty.
Designing Digital Media Assignments with the USF Library's Digital Learning Studio
Are you tired of the same old paper assignments year after year? Would you like to infuse your assignments with more creative potential, but you're not sure how? If you answered "yes" to these questions, then a digital media-oriented assignment may be just what you're looking for! In this workshop, you will learn how the USF Library's Digital Learning Studio can help you incorporate a digital media project into your courses. Facilitated by Maryellen Allen. Click here for PRESENTATION.
Designing Rubrics to Enhance Learning
Using rubrics in Canvas can be very useful and is relatively intuitive. In this hands-on workshop, we will explore using rubrics to assess various assignment types, including quizzes and discussions.
Desirable Difficulties and Their Benefits
In this workshop, we will present the concept of desirable difficulties as developed by E. L. Bjork. We will also model possible desirable difficulties that have the potential to enhance student learning.
Developing an Effective Syllabus
A syllabus provides a basic outline of an academic course, but that isn't all it has to be. With some tweaking, syllabi can be developed in order to supplement and enhance the learning experience in your course, right from the start. Click here for HANDOUT.
Developing Partnerships for Student Success
The Provost reminds us regularly that “student success is everyone’s responsibility.” In this session you will learn how the Academic Success Center (ASC) is your partner for student success. We will discuss the variety of options already available for students, the impact of our services and brainstorm together ideas for new collaborative opportunities with different academic departments. Facilitated by Zoraya Betancourt.
Does Everyone Have a Computer? How to Incorporate Technology Equitably
Here at USF, every student is required to have access to a computer, but what does that look like? And how do students’ access to and comfortability with that technology affect their ability to complete assignments or in-class activities? This workshop will address technological problems and considerations to keep in mind as you plan to incorporate technology (from complex digital tools to submitting assignments on Canvas) in the classroom. Click here for HANDOUT.
Dude! Where do I Start!? – Utilizing a Landing Page within Canvas
In this presentation we will go over the reasoning and methodologies for incorporating a landing page as the central point to your online courses. Landing pages can not only be visually appealing, but useful in navigating the most important aspects of your course. Be sure to bring your computer because we will spend some time creating landing pages as well. Facilitated by LaSaundria Bass.
Effective Design and Execution of Group Projects
Group projects offer many educational benefits but also pose many challenges with respect to design and execution. This workshop will begin with a brief review of pedagogical best practices with respect to group projects. The majority of time will be spent brainstorming and sharing specific proactive and reactive strategies for overcoming common challenges to effective design and execution of group projects.
Encouraging Ethical Behavior in Students
This workshop will discuss strategies teachers can use to help students see the importance of ethical behavior and encourage students to act ethically both inside and outside of the classroom.
Encouraging Student Buy-In and Ownership
It’s a question faculty have asked countless times: how do we get them to care? In this session, we will explore common sources of intrinsic and extrinsic motivation for students. Using what we’ve determined about what leads students to feel a sense of autonomy and buy-in towards the tasks they face in their classes, we’ll construct strategies to enhance intrinsic course elements using extrinsic methods. Click here for PRESENTATION.
Energize Learning with Digital Tools: Adding Multimedia Projects to Your Syllabus
Are you tired of the same old paper assignments? Would you like to infuse your assignments with more creative potential, but you're not sure how? If you answered "yes" to these questions, then a multimedia assignment may be just what you're looking for! In this session, librarians will present ideas and tools that can be used to transform traditional paper-based assignments into multimedia web-based projects with examples from current courses. And, the Library's Digital Media Commons can provide the equipment, software, and training your students need to realize the transformation. Facilitated by Barbara Lewis.
Engaging Students Using Clickers
In this workshop, we will demonstrate technical aspects for using clickers, and pedagogical ways to engage students and assess their learning using this classroom response system. Click here for HANDOUT 1 and HANDOUT 2.
Engineering a Mindful Course: Mindful Practices in Post-Secondary Instruction
Mindful practices have a myriad of benefits for faculty and students, from alleviating stress and symptoms of depression, to improved mental focus. Additionally, Mindful instructional strategies infused in course syllabi and instructional techniques can cultivate a deeper understanding and dialogue between faculty and students on controversial topics. In this workshop, tips and techniques for engineering a Mindful course will be provided. Facilitators: Natalie Keefer, Ph.D. and Jean Mulloy, Ph.D. Click here for PRESENTATION.
Engaged Gazes: What Online Courses can Learn from Museums
Many modern museums find ways to educate that go far beyond displaying basic text. We will unpack the principles of modern curation to learn the methods they use to make patrons linger, explore, and ultimately learn, and then discuss ways to do the same for online and flipped classes. Click here for HANDOUT.
Engage Your Students Through Active Learning
Do you want to engage your students in learning? The short answer is through active learning. In this session, participants will practice some active learning strategies, such as Jigsaw. Additionally, participants will be able to identify basic assumptions and benefits for using active learning and take away some application tips. Click here for HANDOUT.
Enhancing Student Assessment of Instruction
Low response rates? Low ratings? In this workshop we will discuss various strategies that can be used to enhance the quality and quantity of feedback you receive from students regarding your instruction. We will specifically look at ways of motivating students to complete USF's eXplorance Blue online evaluations. Click here for HANDOUT.
Enhancing Online Academic Integrity
This session will demonstrate USF’s online proctoring solution, Proctorio. Additionally, you will learn some of the leading course design strategies to significantly reduce the likelihood of cheating within your online (and hybrid) course. Facilitated by Lindsey Mercer.
ePortfolio, Badging, and Supporting Students in Connecting Their Past, Present, and
This workshop will share with faculty the ways in which ePortfolio practice is advancing on our campuses to deepen learning and help students connect their experiences. We'll also share how the Career Readiness Badging Program serves as a High Impact Practice reflection in order to support the students' process of interconnecting learning with experience as they mature their thought process and prepare for life beyond USF. Facilitated by Lynn Chisholm.
From writing test questions to using rubrics, we'll explore ideas for optimizing your assessment strategies. We'll also talk about test construction, grading methods, extra credit, and Excel grade books. Click here for HANDOUT.
Exploring Deep Learning
What is deep learning and why should students be engaging in it? This workshop will provide an overview of what’s known about this approach to learning and give you some actionable strategies for promoting it in your course.
Facilitating Better Canvas Conversations
This workshop will explore features of the Discussion tool in Canvas that can be used to engage students in more meaningful conversations. Additionally, several tips will be provided to enhance civility and community among students using the discussion board. Click here for HANDOUT.
Facilitating Student Presentations
In-class presentations are a great way for students to demonstrate their learning, share information with their classmates, and express their creativity. They’re also a great way to elicit groans and anxiety from your class. In this session we’ll discuss some strategies for designing presentation assignments and helping students build public speaking confidence. Click here for HANDOUT.
Fair, Exempted, Infringing? Fair Use and Copyright Issues Affecting Teaching Faculty
Unsure if the way you want to use material in class is allowed by copyright law? Not clear on how face-to-face and online courses are treated differently by copyright law? This session will give a quick overview of copyright before taking a closer look at how USF copyright policy, US copyright law and its exemptions affect the classroom. Finally, we’ll look at some library resources that are available to help answer your copyright questions, help you make fair use and TEACH Act determinations, and find materials you can use in class without running into copyright issues. Facilitated by LeEtta Schmidt.
Flipped Classrooms for STEM Education
In this workshop, participants will be presented with an established strategy used in a USF STEM course, and lessons learned. Facilitated by Autar Kaw.
Flipping the Classroom
Learn how to deliver content via pre-recorded "lectures in a can" through Canvas, which frees up in-class time for case studies, activities, scenarios, role-plays, questions, reviews, and even games. Click here for HANDOUT.
Flipping the Classroom: An Example Using Good Practices—USF SMART Lab
Advantages of flipping the classroom will be discussed and how that has the potential to improve students' understanding and achievement. The evidence supporting this will be an overview of the SMART Lab which supports the mathematics flipped classrooms at USF. The design of the SMART Lab classes closely align with the seven principles for good practice for undergraduate education: increases faculty contact time with students, fosters cooperation, encourages active learning, provides prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. Data suggests this venture has positive implications on students' learning. Facilitated by Fran Hopf.
Formative Evaluation of Teaching: Peer Review
Although peer review is a common practice for evaluating research, it is less common when it comes to teaching. Peer review of teaching (a corner stone in teaching evaluation) is a process through which colleagues give each other constructive formative feedback to improve the teaching and learning in a confidential and safe environment. In this session, we will introduce a practical four-step model for applying the peer review process in any discipline. Click here for HANDOUT 1 and HANDOUT 2.
Fostering Grit and Persistence in Your Students
In this workshop, we will examine why grit and persistence are important for student success and we will consider practical ways to instill them in our students.
Four Canvas Design Strategies to Promote Student-Centered Learning
In this session, you will learn how to optimize basic Canvas tools like modules, pages, and collaboration features to create engaging, student-centered experiences. Using examples from actual USF courses, we will discuss four practical design strategies that can be implemented in any setting. Facilitated by Christie Nicholas and Lindsey Mercer.
From Feedback to Course Redesign
This session will provide participants with an opportunity to participate in assessing student feedback (from the facilitator or using their own) to implement a course redesign. We will discuss reacting to, evaluating, and incorporating feedback into the redesign. An example using this methodology will be discussed. Participants may bring their own course feedback for self-reflection. Facilitated by Janice Zgibor.
From Haha to Aha: Using Humor to Boost Learning
Research shows that humor can stimulate students’ interest and improve their knowledge retention—or it can alienate them and waste class time. We’ll discuss how to accomplish the former and avoid the latter.
From Mediocre to Multimedia: Transforming Traditional Research Assignments with the
Library's Digital Media Commons
Do you ever get tired of giving out the same old written research assignments semester after semester? Would you like to shake things up a bit and try something new but you just don't have the time or the skill set? Why not let the library help you? Our faculty offer expertise in both multimedia and instructional design and can work with you to transform your traditional research assignment into something that will give your students marketable critical thinking and media literacy skills while giving you something more interesting to assess. Barbara Lewis, Assistant Director for Digital Learning Initiatives and Maryellen Allen, Assistant Director for Instructional Services will discuss their experiences and strategies in transforming traditional paper based assignments for a recent history course on the crusades. They will share their successes, challenges and lessons learned when planning, designing, implementing, and assessing multimedia based research projects. Facilitated by Barbara Lewis and Maryellen Allen.
From Syllabus to Passport
Tools, tips and techniques for embedding an experience abroad into an on-campus or on-line course. Learn about new innovations in education abroad programming. Facilitated by Amanda Maurer.
The principles that make video games (and other games) fun can be employed to add interest and motivation to your own courses without advanced training or tools. It's the PRINCIPLES we'll borrow, not the specific software or artistic tools. There are low-tech ways to mimic game principles. Click here for HANDOUT.
Gen Ed: Information Literacy SLOs and Assignments
As you may know, USF has recently revised the structure of the general education curriculum. Are you planning, revising, or currently developing a general education course for information literacy? Could you use some help from an information Literacy specialist in formulating and designing assignments centered around Student Learning Outcomes? This workshop will inform you on strategies for information literacy assignment development and provide you with information on how to collaborate with a librarian to produce the best information literacy course possible! Facilitated by Maryellen Allen.
Get Connected: Aligning Learner to Content, Learner to Learner, and Learner to Instructor
In the online environment, assessment selection and content alignment ensures you are effectively measuring learner success. This session will teach you how to align objectives with course content, select varied and appropriate online activities, and incorporate alignment to keep learners focused and on the path to success. Facilitated by Syleste Hoskins and Brittany Anthony.
Get Students Thinking, Talking with Peer Instruction
This workshop will cover Peer Instruction (PI), an evidence-based teaching technique for bringing active learning to even the largest classes. A PI exercise involves students answering a carefully designed, challenging conceptual question (often using clickers) first individually and then in pairs, followed by whole-class discussion. PI engages students with course content and their peers, is an effective formative assessment technique, and is relatively easy to implement. Participants in this workshop will experience a PI exercise, design a PI question, and discuss strategies for implementing PI in their courses.
Global Learning Across Disciplines
Global learning isn't limited to the humanities and social sciences. Students across disciplines, including science, technology, engineering, and math, are expected to possess global competencies that will prepare them to succeed in the increasingly globalized and interconnected world. In this session, we will explore small and large ways of integrating global learning into the curriculum to prepare students with the skills needed to engage meaningfully and effectively with diverse people, places, events, challenges, and opportunities. We will examine examples that support the implementation of global learning in a variety of fields and discuss why students benefit from global perspectives across disciplines. Facilitated by Summer Mitchell and Kara Fulton.
Go Global: Strategies for a Global Classroom, Part I
Are you unsure whether you want to globalize your course but are interested in trying small steps? Have you decided to globalize your undergraduate course but need ideas? In this Part 2 edition, we will explore additional tips for bringing global issues into the classroom and useful activities for integrating global content in your course. Facilitated by Megan Cross.
“Got Your Six” Campus Education Program
In this session, we will discuss the campus educational program that trains faculty and staff on the student veteran transition experience and how they can help veterans succeed academically. The University of South Florida has joined the "Got Your Six Campus Success Network" in support of student veteran success. As part of this partnership, the Office of Veteran Success will lead a discussion with faculty, staff and administration intended to break down stereotypes, foster a greater understanding and appreciation for the experiences of a veteran, and provide tools and strategies to best serve this population. Faciliated by Daniel McNeill.
Grading with Rubrics
In this session, we will explore the various aspects of evaluating students’ submissions and efforts using rubrics, including rubric types, tools, and how to incorporate them into your assessment structure.
Grading Student Work
In this workshop, we will discuss how to ensure grading is accurate, consistent, efficient, and conducive to students learning. We will also examine a few scenarios about common grading complaints. Click here for HANDOUT.
Group Work: How to Design and Facilitate Productive Group Work
Group work is a powerful way to facilitate learning but many challenges arise in making group work productive. This workshop will address some common challenges of group work activities while providing several new tools for designing and facilitating productive and engaging group work activities.
Group Work Without the Groans
The ability to work effectively in groups is often cited as a skill employers’ value, and one we would like to develop in our students. However, group projects are often greeted by groans from disgruntled students. In this workshop we will discuss ways to create engaging group work.
Growth Mindsets: Why it Matters and How to Instill it in Your Students
Our reaction to failures and fears of potential new ones guide our very approach to learning, and indeed to life in general. Instructors can put structures in place to guide students away from fixed mindsets and into growth mindsets, which ultimately may matter more than any content we teach them.
Help! I Need Accommodations to Provide Accommodations . . .
Are you receiving accommodation requests that seem unusual to you? Facing attendance accommodations, deadline extensions and other requests that seem more difficult to implement? The number of students with disabilities at USF continues to grow. With growth comes more complex accommodation needs. Designed as a round-table discussion, this presentation is an opportunity to pose some of your questions and receive advice on more individualized accommodations such as deadline/attendance flexibility. Facilitated by Deborah McCarthy.
Helping Your Students Become Self-Directed Learners
Self-directed learning is an important part of the academic experience in college. This workshop explores strategies that you can use to aid students in developing and improving the skills that they will need to be successful independent learners.
High Impact Practices
Do you want to increase the active learning opportunities for your students but don't know where to start? Learn how you can apply some George Kuh's High-Impact Educational Practices at the classroom level.
High Impact Practices: Best Practices in Community Engaged Learning
In this presentation, we will discuss best practices to incorporate Community Engaged Learning (CEL) in the course through the development of mutually beneficial partnerships, connecting SLOs, and tips to best prepare a CEL syllabus. Facilitated by Heba El-Tall.
How Do I Grade Writing? Strategies for Writing and Assessing Writing Assignments
Writing is critical to all disciplines. This session will include a presentation and collaborative discussion on best practices related to how to write writing assignments as well as how to assess and grade writing. While emphasized topics will include assignment criteria sheets, instructional design, rubric creation, and providing feedback on writing, the discussion will also be "customized" to and driven by attendees' questions and specific needs. Facilitated by Danielle Farrar.
How to Make Multiple Choice Questions an Effective Assessment Technique
Multiple choice questions are utilized commonly for student assessment, but what are they really testing? In this session, we will discuss the pitfalls of poorly written questions and explore ‘test-wiseness’. You will walk away with tools and key strategies to writing effective multiple choice questions that assess stated objectives. Facilitated by Kamila Dell.
How to Make Lectures Effective Learning Experiences
While there are benefits to the traditional lecture, there are also potential challenges, such as student inactivity and inattention, lack of feedback, and limited authentic engagement with the material. To address these challenges, we will discuss best practices for making your lectures interactive and engaging learning environments for the students.
Hurricanes, Closures, and Accelerated Semesters: Best Practices When Your Semester
Is Cut Short
We’ll share strategies for adjusting your semester plans, schedule of classes, and due dates when you lose instructional days. While there isn’t just one right answer, you’ll leave with a menu of options for going forward.
iClicker: Student Engagement, Accountability, and More - Vendor Presentation
In this workshop, our campus representative from iClicker will demonstrate iClicker's capabilities, applications, and pedagogies, and will answer questions by the participants.
If Only They Prepared… Turning Wishes into Reality
In this session, we will examine some of the common reasons students do not come to class prepared, and how to ensure that they do prepare. Moreover, we will discuss whether the strategies that make students come to class ready could potentially lead to instilling in them the desire to prepare in the absence of coercive mechanisms. Click here for HANDOUT.
In this workshop, we will examine the various aspects of inclusive teaching and how to best implement them in your classes.
Incorporating an Undergraduate Research Experience into a Structured Lower or Upper-Level
UG Course (Held in LIB 210)
This engaged workshop is designed to provide case-studies and best practices to assist all instructional staff in creating research experiences in any undergraduate course. Attendees will develop a plan of action. Presented by Dr. Rick Pollenz.
Incorporating Kognito IRL
Sure, you did the Kognito training, but now what? Do you feel ready and confident to help someone on campus IRL? Do you have questions about what services our campus offers students, faculty, and staff? This workshop is designed for you to practice in real life, with real distress, and real conversations, to solidify those skills presented in the Kognito training. Get to know the mental health resource options on campus. Facilitated by Heather Walders and Jordie Poncy.
Incorporating Oral Communication in Teaching
Surveyed employers complain that university graduates lack communication skills. In this session, we will identify major communication/presentation competencies needed for workplace, and strategies to incorporate oral presentation skills in teaching. Click here for HANDOUT.
Increasing Student Engagement through Gamification
Gamification is the use of game design elements in non-game contexts. This term has gained popularity over the past few years, and while many can see its value in increasing student engagement, it’s often too difficult or expensive to implement. In this session, attendees will be shown visual data and common misconceptions about gamification. They will test their knowledge and see how the gaming approach has been put in place in USF online courses—using elements like interactivity, player control, and progression. Finally, attendees will learn how to use these approaches in their own practice, and discover that gamification can be much more than PBL (points, badges and leaderboards). Facilitated by Phil Gaiser.
What is inquiry-based learning and is it applicable to my course? In this workshop you will get hands-on experience with an inquiry activity and discuss the advantages and disadvantages of different types of inquiry.
Integrating Information Literacy into Your Course
Most students walking around a college campus today are accustomed to instantly finding answers about a topic by simply using their phones to "Google it." When they apply this method of research to their academic assignments, though, it often results in a superficial understanding of the material and an inability to discern reliable sources of information. In this workshop, we will discuss how even courses that are not research-focused can incorporate activities and assessments that can help students develop information literacy skills critical for academic and professional success.
Intellectual Property and Copyright
Do you know what a Creative Commons license is? What are Fair Use guidelines and how do they apply in educational contexts? We will explore the answers to these questions and other issues related to intellectual property and copyright in the educational context. Facilitated by Drew Smith. Click here for more information.
Interactive Teaching Techniques
You may use some interactive techniques in your teaching already, like the "one minute paper" or "think-pair-share." We've got a list of 195 such techniques we'd love to share with you! (and we will want to learn from you what your favorites are). Click here for HANDOUT.
Interrupting the Forgetting Process
Rapid gains are obvious, while rapid forgetting is not. In this session, we will examine what you can do as an instructor to ensure students are aware of how fast they forget and help them remember information longer.
Intrinsic Motivation – Ensuring There Are Sufficient Motivational Facets in Your Courses
Keeping our students sufficiently motivated throughout our courses is a major teaching challenge. Join us in this intriguing conversation as we take a look at the concept – Intrinsic Motivation and Keller's Motivational Design model for courses – the ARCS model.
iPad Apps for College Teaching
We'll isolate the top twenty apps useful for teaching, but also provide you with dozens more that are discipline-specific to give you ideas for how you might use iPads in the classroom. Come ready to share your own practices as well! Click here for HANDOUT.
Key Elements for Creating Effective Community Partnerships for Research and Teaching
Faculty and instructors are often left with little insight on how to engage community partners in ways that deliver value, even though the ongoing commitment of our community partners is critical to the success of the teaching or research experience. The purpose of this workshop is to discuss approaches and key elements for engaging community partners that create a successful experience for both the student and the partner. Facilitated by Lillian Wichinsky.
Leading a Discussion
In this workshop, we will discuss how to lead successful classroom discussions on controversial topics and how to turn difficult situations into teachable moments. Click here for HANDOUT.
Leading Effective Classroom Discussions
The workshop will focus on three parts of leading effective discussions. First, it will discuss what is needed to foster an environment for discussion. Second, it will go over how to formulate discussion-provoking questions. Third, this workshop will provide tips for facilitating discussions that challenge, instruct, and encourage students.
Learning Activities That Work
Recent studies have revealed what works and what doesn't in terms of student study habits and practice activities. Many of these learning activities are driven by instructor decisions. Learn how you can maximize your students' success. Click here for HANDOUT.
Learning Strategies and Processes
In this workshop, we will talk about effective learning strategies, how the brain processes learning, dangers of multitasking, and different educational approaches adopted by top performing countries. Facilitated by Autar Kaw.
Lecture Capture (Panopto)—How to Get Started
USF has implemented a limited solution for lecture capture in several Tampa-campus buildings (especially Business, Education, and Engineering). We'll help you with the soft skills of lecture capture, such as how to be interesting as a "talking head," what to wear, and other do's and don'ts. Click here for HANDOUT.
A lesson plan is a detailed guide for teaching a lesson. It helps teachers prepare, mange time and feel confident about their teaching. In this workshop, participants will be able to identify components and functions of a lesson plan, and create a lesson plan in their own disciplines. Click here for HANDOUT.
Lessons from “Whose Line Is It Anyway”: Using Improv Games in Teaching
Using improvisation games borrowed from live comedy, instructors can leverage the inherent fun and humor of the activities to focus on key learning outcomes that align with the specific discipline and skills being taught. Click here for HANDOUT 1 and HANDOUT 2.
What programs and apps are useful in the (lecture) classroom? We'll explore software AND strategies for how faculty can use student laptops to maximum effect in the classroom, and also talk about problems that can arise.
Library Analytics Resources
Matt Torrence from the USF Libraries will offer an informational overview and demonstration of Scopus and Web of Science, as well as updates on new analytics and bibliometrics offered by these databases and their new range of products. New resources include institutional analytics tools, such as SciVal and InCites JCR, as well as updates from such great resources as Google Scholar, Cabell’s, SciMago and Ulrich’s Periodicals Directory. Facilitated by Matt Torrence.
Make Your Teaching More Memorable in Minutes
What if you could improve students’ ability to retain critical facts—right away, without overhauling your entire course? Join us as we discuss small but powerful techniques to make your lessons stick.
Making it HIP
Move beyond the "High Impact Practice" label and evaluate essential characteristics of impactful learning experiences. Then use this framework to construct opportunities to engage students in rigorous and relevant experiences within your courses or curriculum. Facilitated by Timothy Henkel.
Managing Student Reactance
This session will explore the motives behind student resistance and dissent with regard to course design and the classroom environment. We will discuss strategies for pro-actively and re-actively addressing these challenges, including immediacy, transparency, and autonomy.
Maximizing Assessment in Canvas
This workshop is designed to show you how to get the most out of Canvas's assessment tools. We will take a more in-depth look at the Speedgrader and explore giving students substantive feedback using media comments.
Media and Copyright in the Classroom
In this presentation, we discuss how to use media in a way that is consistent with fair use and copyright laws. We also present websites that are useful for finding open use media (e.g., Creative Commons and WikiMedia Commons) and that you can introduce to your students. Finally, we show examples of online tools for creating multi-media presentations, exhibits, and various types of data visualizations. Recording: https://web.microsoftstream.com/video/1af1ea27-6c27-4af0-b8f3-a64af36aa79b. Presentation materials: https://sway.office.com/j00e5wHJAeI48WuA?loc=swsp. Facilitated by LeEtta Schmidt and Barbara Lewis.
Merging Powerpoint with Camtasia – Creating Engaging and Interactive Video Based Lectures
Sometimes we wish our students had a second and third opportunity to review our key lectures. Join us in this intriguing conversation as we take a look at using Powerpoint and Camtasia to create video based lectures that will intrigue and challenge our students.
What students think when studying has been proven to have many benefits for how well they perform in class. We will discuss some strategies to help students develop metacognitive skills and thus help them become better learners.
Microsoft Office Hacks: All the Tricks and Time-Savers You Never Knew About
Learn how to save hours of manual effort, leverage the keyboard shortcuts of Outlook and PowerPoint, and many other advanced functions and tricks in Word and Excel. If you don't know how to do a mail merge, create a VLOOKUP or pivot table, temporarily blank PowerPoint, or see availability of someone else in Outlook without calendar sharing, this presentation is right for you! Click here for HANDOUT.
Moving Students from Simplistic to More Sophisticated Approaches to Knowledge
We will examine William Perry’s scheme of student development and propose specific strategies to help students progress from dualism to commitment to relativism (as defined by Perry).
Multiple-choice tests are easy to administer, but good questions can be hard to write. In this workshop we will discuss how to create high-quality questions that are fair, accurate, and helpful for learning. We will address assessment of higher-order thinking with multiple-choice questions and discuss the benefits and limitations of these items.
Navigating Family Engagement and FERPA
Have you experienced a call or email from a student’s family member and been frustrated by their outreach or felt unsure of how you could or should respond? Are you curious about what you could or should do if this scenario happened to you? Join us for a session that will explore how students are engaging their families as partners in their education and you can navigate communication from a family member. Participants will deepen their knowledge of FERPA, learn about campus resources to refer a family member to, and be equipped to respond to outreach from a parent or family member of a student. Facilitated by Jessica Fitz.
New Library Tools: Take Your Research, Syllabus, and Student Projects to the Next
Recently the Library acquired Scopus, APA Style Central and Curriculum Builder. These web-based tools and database platforms support your research for promotion and tenure, help your students access better resources, and give you an easy method to create reading lists of library resources in Canvas. Scopus is a database of peer-reviewed literature: scientific journals, books and conference proceedings and features tools to track, analyze, and visualize research. APA Style Central is the new online tool replacing the APA Publication Manual and features a writing platform. Curriculum Builder makes it easy to create reading lists inside your Canvas course. The workshop will provide a demonstration of each tool and how you can put it to use this semester! Facilitated by Nancy A. Cunningham.
No Photoshop (or Experience) Necessary: Take Your Presentations to the Next Level
by Using PowerPoint as a Photo Editor.
In this session, we will cover several different methods for editing photos just using PowerPoint – you’d be surprised what it can do! These tricks and tips to make your presentations more dynamic & memorable include ways to crop photos, remove backgrounds from photos, turn photos transparent, play with selective color spotlight, make a photo cube, and others. We will also discuss ways to find quality images online that are free to use. Facilitated by Stephanie Jacobs.
Ombuds: Conflict Resolution 2.0
Learn from your USF Faculty/Staff Ombuds and USF Student Ombuds exactly what an Organizational Ombuds is and how they facilitate resolution of various conflicts and concerns you may encounter at USF. Your credentialed Ombuds will guide you through an engaging discussion surveying: the role of the Ombuds at USF; Psychological Safety in light of Google’s recent research; and an interactive exercise to provide you with a deeper understanding of your own inter-cultural communications style while gaining constructive perspective regarding your students and colleagues. Lessons gleaned will be discussed and some practical conflict management tips shared. Facilitated by Steven Prevaux and Jennifer Schneider.
Online Academic Integrity Tools and Best Practices
Academic integrity within the online environment has unique challenges. Within this presentation, we will provide you with a brief overview of assessment security tools (Proctorio), plagiarism tools (TurnItIn), and recommendations for optimizing your Canvas quizzes. Additionally, we will explore general best practices and recommendations from USF instructors and how they address academic integrity within their online course. This session is intended for anyone who wants to know more about academic integrity and no prior experience or expertise is required. Facilitated by Victor Ventor.
Online Accessibility for the Benefit of All
Many perceive course accessibility simply as a "requirement" that must be met. While this is true, having an accessible course actually improves student satisfaction and enhances learning. This session will cover the basics of online accessibility, why it is important, the obligations of USF faculty, and best practices for optimizing online course accessibility. Facilitated by Lindsey Mercer.
Online Presentation Software Preview
Are you tired of PowerPoint? Are you looking for a new, dynamic way to present course content? This workshop is designed to familiarize you with a few different online presentation programs like Prezi, Sway, and Emaze.
Over-whelming Technology, Research and Education: How, Why, When, and for What?
This talk will explore many technologies including 3D Printing, Augmented and Virtual Reality, and their purpose in academia. We will discuss why, how, when, and for what reasons you should use them as well as alternative technology approaches. We will also discuss pros and cons that might help determine what technology to use and give examples of use cases. We will provide information about the implementation of various technologies and showcase the resources available to the USF community. Facilitated by Howard Kaplan.
Peanut Butter and Jelly: Implicit Bias
We will look into the thought process of implicit bias. We will learn the mental shortcuts which happen without you even knowing it. Facilitated by Shari Wilson.
PowerPoint and Beyond
Learn how to use some of the basic and advanced features of PowerPoint, as well as the top 10 DOs and DON'Ts for creating visually engaging classroom presentations. We will also explore steps to getting started with Prezi. Feel free to bring your own presentations with you to this hands-on workshop. Click here for HANDOUT.
Practice Does Not Make Perfect: How to Incorporate Effective Study Skills in Your
In this workshop we will dispel widely held studying myths and discuss effective study strategies based on how the brain learns. In addition, we’ll consider how and when to incorporate and reinforce these strategies in your course.
Practices That Enhance Cultural Competency in College Teaching
Our classrooms are now more diverse than ever. Diversity environment helps students work better in classroom and in life at large. Instructors should be able to effectively respond and capitalize on that diversity. In this session, we will identify strategies to help you become a culturally responsive teacher.
Prediction: A Simple Tool that Makes Lectures More Interactive and Interesting
No matter how boring (or interesting!) your lecture material is, prediction is a simple tool that makes lectures more interactive and interesting. In this workshop, you will learn the parameters of effective predictive activities and how you can easily implement this tool in the classroom.
Preparing Service-Learning Courses Based on HIP/ERCE Requirements
This presentation will help tie in the HIP and ERCE requirements with the SLOs, recognize how to making a Community Engaged Learning/ERCE course a mutually beneficial relationship based on community needs, and an open discussion on how to prepare a Service-Learning syllabus. Facilitated by Heba El-Tall.
Presenting with Prezi
In the PowerPoint and Beyond workshop, we introduced you to the non-linear, web-based presentation program, Prezi. Now, take your skills a step further in this interactive workshop where you'll learn how to create your own Prezi and avoid some of the common design pitfalls of new Prezi users. Click here for HANDOUT.
Prestigious Awards and Undergraduate Research
The Office of National Scholarships and the Office for Undergraduate Research are closely aligned in supporting student success through prestigious awards. In this interactive session we will provide an overview of how faculty can support students participating in undergraduate research in building a repertoire useful in applications to national scholarships, grants, and prestigious awards. Faculty who are currently (or interested in) working with undergraduate researchers are strongly encouraged to attend. Facilitated by Michael Cross.
Proactive Strategies for Student Success
In this workshop, we will examine ways to reach out to students before it is too late. We will discuss ways to help students study, take notes, or take exams. We will provide you with concrete examples for developing self-efficacy in our students. Click here for HANDOUT.
Process Pedagogy and the Collaborative Classroom
This workshop focuses and reflects on a process (or critical) pedagogy curriculum for teaching the liberal arts curriculum. The curriculum has two components: the first involves teaching theoretical concepts as process rather than as outcomes, situating accountability away from the instructor and into an ongoing and structured classroom dynamic. The second component involves ongoing grading (that is, no tests or exams) and a final portfolio. Facilitated by Mariaelena Bartesaghi.
Publishing in the Humanities
How does one get published in the humanities? Professors Adriana Novoa (History) and Nicole Discenza (English) will discuss their experiences with journal and book publishing and offer some helpful pointers to graduate students and junior faculty. The session will feature two 15-minute presentations by our faculty followed by 30 minutes of questions and answers. Facilitated by Adriana Novoa and Nicole Guenther Discenza.
Pump Your Presentation: Open Source and Creative Commons Resources for Education
Find and share learning resources, images, music, and video that can enhance your teaching and presenting. This session will delve into topics such as exploring and using Creative Commons, finding free audio & visual media, Open Education Resources, and best practice tips for use and attribution. Facilitated by Stephanie Jacobs.
Qualities of an Effective Teacher
Many studies have found certain qualities and common elements associated with effective teachers/teaching. Identifying and applying those qualities are keys to achieving excellence in teaching. Participants in this session will be able to identify and prioritize qualities of effective teachers and identify behaviors associated with each of those qualities. Click here for HANDOUT.
Referrals to Academic Advocacy via Canvas
In support of USF’s student success efforts, instructors can now refer students to their assigned Academic Advocate when the level of concern regarding student’s attendance or academic progress will impact the student’s overall progression in the course. We will discuss the rubric Academic Advocates utilize to stratify risk and provide differentiated support services. Faciliated by Leslie Tod.
Resources and Processes for Mentoring Undergraduates in Research (Held in LIB 210)
This interactive workshop provides a practical introduction to the Office for Undergraduate Research and the multitude of resources and best practices to assist mentors in creating a meaningful research experience. Presented by Dr. Rick Pollenz.
Respondus, Quizzes, and Question Banks—Oh My!
Learn how to use Respondus to create and import quizzes into Canvas and to convert Blackboard quizzes (that are already saved in Respondus) for use in Canvas. In addition, we will explore the use of question banks and familiarize you with the Respondus LockDown Browser. Click here for HANDOUT.
Role of Rapport in Motivating Students to Learn
Rapport is an emotional connection with other people. In this session, we will identify the value of establishing rapport in motivating students to learn, as well as identify strategies to develop rapport and maintain it throughout the semester. Click here for HANDOUT.
Scholarship of Teaching and Learning (SoTL)
Learn the basics about doing research on your teaching (what to examine, how to design your study, how to assess) as well as ideas for journals where you can submit your manuscripts. Click here for HANDOUT.
Self-Efficacy Building Strategies for the Classroom
In this workshop we will examine a bit of the theory behind self-efficacy, explore the four principal sources of information for self-efficacy in academic situations, and consider how to include practical self-efficacy building strategies in our courses.
Self-Reflection: An Introduction to Coaching for Lifelong Learning
Self-reflection is a vital tool in the acquisition and maintenance of learned material as well as remediation. Faculty hold the unique position of being stewards of knowledge and assessors of performance, and can also become coaches to their learners. Participants of this workshop will learn to utilize a self-reflection exercise to assess learner strengths and limitations and identify opportunities for coaching and remediation. Facilitated by Shanu Gupta, Candice Mateja, and Jennifer Caputo-Seidler.
Semester Assessment Strategies
There’s more to assessment than occasional tests, papers, and finals. A deliberate strategy designed to reward, incentivize, and motivate can do much more than just tell you how well your students are doing—a well-designed strategy can encourage and cajole them into doing the very work you want done, and even affect their study habits. Come to hear various strategies and adapt one or more for your own class.
Service-Learning: Engaging Students Through Community-Based Learning
This workshop provides an overview of service-learning, which integrates community service into course curricula through explicit learning objectives, preparation, and critical reflection. Participants will learn how to design a service-learning course that can provide students with structured opportunities to apply what they are learning in the classroom to community-identified concerns in real-world contexts. Facilitated by Lance Arney. Click HERE for more information.
Service-learning and Research: Making the Connection
In this presentation we will discuss how research and scholarship can be integrated into service-learning courses. Different dimensions of engaged research will be presented and opportunities for community based research will be provided. Facilitated by Lillian Wichinsky.
Service-Learning: What It Is and Why You Should Be Doing It
Are you already teaching a service-learning class or wish you were? Find out why students love it and why it leads to higher retention and job placement; why it’s a highly effective way to pass on knowledge of your subject matter; and how to easily incorporate this high-impact practice into your courses. Facilitated by Lillian Wichinsky.
Should Learning Be Easy? Effortful Learning = Retained Learning
There is a misconception that learning should always be easy. According to brain science, the harder the brain works to retrieve information, the longer the information retained. Spaced retrieval of information, especially after a short period of forgetting, actually works better for long-term memory even though it might feel harder. In this session, participants will identify teaching techniques that they can use to incorporate spacing and retrieval practices into their teaching. Click here for HANDOUT.
Starting the Semester
We'll cover nuts and bolts to teaching at USF, including some last-second tweaks to your syllabus and course design, if needed. You'll also leave with resources and ideas to energize your teaching.
Stereotype Threat and Implicit Bias
These terms are often heard, but what do they really mean? More importantly, how do they influence student success in your class? What can you do about them? In this workshop we will define stereotype threat and implicit bias and discuss their potential effects on learning as well as strategies and resources for dealing with them.
Students Guiding Students: How to Incorporate Peer-Leading in Your Courses
Peer leading is an educational program that trains senior students to guide general chemistry students to create a successful learning experience for both of them. In this workshop we will first talk about peer-leading programs at USF chemistry and a few other universities with respect to but not limited to: recruitment and training of peer-leaders, design of worksheets, management of peer leading sessions, and peer leader professional development. Then we will explore how you can incorporate peer-leading programs in your courses. Facilitated by Rong Zhang and Ushiri Kulatunga.
Student Mentors: The Process, Approach, & Impact within a High Enrollment Finance
Find out how we leveraged “Student Mentors” to improve student success within a fully online finance course. In this session, you will learn how we recruited mentors, the tools used for virtual tutoring, the impact, and how you can employ student mentors within your online (or hybrid) courses. Facilitated by Lindsey Mercer.
Students of Concern: How to Identify, Support, and Refer
This one hour trainings covers how to identify, support, and refer a student of concern. The trainings provides participants with a hands-on activity to demonstrate how a student of concern might present themselves, and we provide specific skills for having one-on-one conversations with a student that is experiencing distress. Participants will also learn how and when to refer a student of concern to SOS/SOCAT. Facilitated by Makenzie Schiemann.
Syllabus of the Future: New Rules and Best Practices
The upcoming new rules for posting syllabi in Canvas and required elements provides the backdrop as we examine overall best practices in syllabus design. How can we ensure students read it? How do we use this instrument to inspire and motivate them? Participants will leave with immediately transferable ideas, and may wish to bring their own syllabus with them.
TA Life: Tips for an Effective and Fulfilling Teaching Assistant Experience
So you've got some training under your belt, but now you want to know how you can ensure that your time as a Teaching Assistant will be meaningful. Join us for a discussion that will provide you with advice for making the most of your position as a TA.
Talking in Class: How Whole-class Discussions Work Across Disciplines, Degrees, and
Across disciplines and degrees, professors and their students engage in whole-class discussions. How can we prepare for these conversations by
Teaching students how to participate?
Engaging their out-of-the-classroom cultural/linguistic practices?
Practicing disciplinary dialogue (e.g., talking like scientists)?
Making the most of online discussion forums?
This workshop will furnish tips and tools for crafting activities, roles, questions, and follow-ups that foster productive whole-class discussions, both face-to-face and virtually. Facilitated by Michael Sherry.
Taking the Plunge: Teaching Hybrid Courses with Blackboard Collaborate
This workshop will familiarize you with the Blackboard Collaborate virtual classroom environment. If attending in person, you will need to bring a headset with built-in microphone. If attending virtually, the same equipment will be required, and you will be sent an invitation to join the virtual session. You may be prompted to download additional plug-ins or updates (Java, for example). Just say "yes"! Facilitated by Cynthia Patterson. Click here for more INFORMATION.
Targeting and Enhancing Student Motivation
Classroom success often depends on student motivation. We will supply you with a toolset for helping to inspire and motivate students in your course content. Click here for HANDOUT.
Teach Abroad through USF
This session will provide an overview of the process for proposing a program, or teaching in one of USF’s institutional programs (USF in London, USF Costa Rica, USF in Florence, etc.). The focus of the session will be to help faculty plan the academic program with an eye toward recruitment and creating sustainable programs that align with USF’s Path to Preeminence. Facilitated by Amanda Maurer.
Teaching Critical Thinking
Developing students' critical thinking skills is often listed as an important objective in many courses. But what, exactly, are we asking them to do? How can we help students identify key critical thinking skills and know when to apply them? We'll discuss some effective strategies that you can use to promote critical thinking in your course. Click here for PRESENTATION and ARTICLE.
Teaching First-Generation Students
In this presentation, we will discuss some of the difficulties encountered by first-generation students and best ways to support them. Click here for HANDOUT.
Teaching Large Classes
Do you want to make your course more interactive but feel constrained by the lecture hall or the number of students in it? In this workshop we will explore ways to get students involved, no matter how large the course. Participants will have the opportunity to sample a few pedagogies first hand, evaluate if these would be appropriate for use in their own courses, and walk away with a list of resources and next steps.
In this workshop, we will explore the common components of a teaching philosophy. Whether you are preparing for a promotion, to go on the job market, or simply wish to reflect on what you value as a teacher, this is a useful exercise.
From building a philosophy-of-teaching statement to advice on how to document your teaching effectiveness, we'll discuss best practices in making a portfolio about your teaching not only useful for tenure/promotion, but also your growth as an educator. We will investigate electronic options as well. Click here for HANDOUT.
Teach Students How to Create (and Present) a "WOW" Poster
This workshop will emphasize what you will want your students to consider when they create a poster, perhaps for a conference. The workshops includes what to discuss with students e.g. poster vs. talk, time commitment for preparation, poster content (research content, text content, layout options, graphics and color advice, examples you can present them with of good and bad posters) and other considerations such as printing and transporting the poster. Facilitated by Jennifer Collins.
Teaching with Eportfolios
This workshop will provide an overview of the use of portfolios in higher education, and will discuss the applicability of eportfolio use, especially in senior "capstone" courses. Widely used in the field of Education, eportfolios can also be used in other academic settings, and creating an eportfolio is particularly useful for students as preparation for entering the job market. The Canvas eportfolio tool will be demonstrated, and additional proprietary eportfolio tools discussed. Facilitated by Cynthia Patterson. Click here for HANDOUT.
Teaching with the UN SDGs: The Prosperity Dimension
The UN Sustainable Development Goals (SDGs) are 17 goals defined by the United Nations to tackle the world's biggest issues by 2030. The SDGs have direct applicability to many different disciplines and encompass a wide range of issues. The goals have been organized into three themes: people, planet, and prosperity. In this session, we will focus on the six SDGs that fall into the “prosperity” dimension: 8 Decent Work and Economic Growth, 9 Industry, Innovation, and Infrastructure, 10 Reduced Inequalities, 11 Sustainable Cities and Communities, 16 Peace and Justice, Strong Institutions, 17 Partnership for the Goals. We will provide an overview of these goals and explore how they can be incorporated in the classroom across disciplines. Facilitated by Kara Fulton and Summer Mitchell.
Teaching with the UN SDGs: The People Dimension
The UN Sustainable Development Goals (SDGs) are 17 goals defined by the United Nations to tackle the world's biggest issues by 2030. The SDGs have direct applicability to many different disciplines and encompass a wide range of issues. The goals have been organized into three themes: people, planet, and prosperity. In this session, we will focus on the six SDGs that fall into the “people” dimension: 1 No Poverty, 2 Zero Hunger, 3 Health & Well Being, 4 Quality Education, 5 Gender Equality, and 6 Clean Water and Sanitation. We will provide an overview of these goals and explore how they can be incorporated in the classroom across disciplines. Facilitated by Kara Fulton and Summer Mitchell.
Technologies for Teaching
This roundup of educational tech will include roundtable time so everyone can share their favorite website, app, program, or process. We’ll dive as deeply as we can into the plug-in tools for Canvas, as well. Click here for HANDOUT.
Technology Tools to Increase Student Engagement
In this workshop, you will learn how to use free, online resources to incorporate game-based learning platforms to increase student engagement. You will also learn how to use an online bulletin board where students and instructors can collaborate, reflect, and share. Bring your own device (BYOD), such as a laptop, tablet, or cell phone. Facilitated by Nebi Salim Bakare.
Team-Based Learning (TBL)
Redesign your course using the Team-Based Learning (TBL) structured approach to group interactive learning and apply the immediate feedback assessment technique (IFAT). Click here for HANDOUT.
Transparent Course Design: How to Motivate Students by Telling Them the Why and the
In this workshop, we will discuss the research behind the Transparency in Learning and Teaching in Higher Education project housed at the University of Nevada, Las Vegas. We will also practice how to make your own assignments more transparent and thus increase student success.
The Evaluation of Your Teaching Is Too Important to Be Left to Others
Why wait for someone to evaluate your teaching? You can collect information about your own teaching from several sources and use that information to improve your practices in a timely manner. In this session, we will focus on two major sources for teaching evaluation: self-assessment, and student feedback. Click here for HANDOUT 1, HANDOUT 2, and HANDOUT 3.
The Good, Bad and Ugly of Using Questions
By the end of this session, participants will be able to identify the do's and don'ts of asking questions in classrooms as well as write higher-order thinking questions.
The Power of High Expectations and Growth Mindset
The Pygmalion effect (the phenomenon in which the greater the expectations placed upon people, the better they perform) is a form of self-fulfilling prophecy. In this session, we will discuss this phenomenon, and its applications in the class. Click here for HANDOUT.
The Provost’s Email: Integrating GCP/QEP within the Major (#6)
The recent email from the Provost has encouraged departments to review their undergraduate curricula. In the list of 12 considerations, the sixth point deals specifically with the Global Citizens Project (GCP), which is a result of the USF’s Quality Enhancement Plan (QEP). What does it mean to integrate the GCP into a major? In this workshop, we will discuss ways for faculty and departments to integrate GCP, including discussion of the Global Citizen Award, Globally Certified Courses, and Global Pathway majors. Facilitated by Kara Fulton and Summer Mitchell.
The Social Network: Connection and Motivation
As a number of leading theories have argued, learning is thought to work best as a social endeavor. In this session, we will focus on the relationship between social interactions and student motivation to learn. We will also consider how we can encourage students to connect with each other and the world around them. Click here for PRESENTATION.
Their Cheating Ways: Student Academic (Mis)Conduct
This workshop is intended to expose faculty to the myriad ways students cheat. Stay one step ahead of your students by familiarizing yourself with some of the new (and not so new) ways students use technology to try and outsmart their instructors.
To Group or Not To Group: That Is The Question
We will answer this question by looking at specific instructional strategies when designing group assignments. In this session, you will learn how to address the most common areas of group projects and how you can help reshape student perception. We will also look at USF faculty examples of group work in action and their success at using collaborative learning. Facilitated by Alana Elkins.
Turnitin Updates: What You Should Know
If you have used TurnItIn this semester you (and your students) may have noticed some changes. In this session, we will examine this updated version of TurnInIn, highlight items to avoid, and review specific use cases. Additionally, we will cover any questions or feature requests you may have. Facilitated by Victor Ventor.
Un-Lectures: Using PowerPoint Completely Differently
Rather than use PowerPoint to relay information (i.e., the answers), we'll talk about strategies for using it as a platform for questions, and also explore the myriad ways we can turn traditional lectures upside down. click here for PRESENTATION.
Unscripted Problems: Giving Employers What They Want
The future employers of your students often claim they want employees who can solve problems that we DON'T have answers for, but how do we create these skills in our students?
Using Clickers in the Classroom–An Evidence Based Approach
Many instructors are using clickers in the classroom. But what do we know about effective use of clickers in the classroom? In this workshop, we will discuss research-based practices for use of clickers, and the current reasons and evidence behind such practices. Facilitated by Autar Kaw. Click here for HANDOUT.
Using Cooperative Learning in Large and Small Classes to Enhance Understanding
Do you want to engage students in group work effectively? Do you want responsibility of learning to be shared among all learners? Cooperative learning is a successful approach to the use of structured small groups to maximize students' learning. Come to this presentation to learn how to effectively implement cooperative learning in your large or small class. Facilitated by Cheryl Ellerbrock.
Using Digital Tools in the Classroom
Are you interested in incorporating technology into the classroom, but don’t know where to start? In this workshop we will look at three types of easy-to-use digital tools and the ways they might align with your course’s learning objectives. Learn about Visme for data visualizations, Voyant for text analysis, and the Adobe Spark suite for visual reports, digital storytelling, and data visualizations. Click here for HANDOUT.
Using Media Effectively (and Legally) in Your Teaching
In this workshop, we will discuss how to find and use media in a way that is consistent with fair use and copyright laws. We will also present websites that are currently available (e.g., Creative Commons and WikiMedia Commons) and that you can introduce your students to. Facilitated by Barbara Lewis and Leetta Schmidt.
Using Questions to Promote Critical Thinking
Asking questions in the classroom can be an effective way to create a student-centered learning environment. But how can we get our students to speak up in class with their own well thought-out queries? In this workshop, we will examine the types of questions that best facilitate critical thinking, explore effective questioning methods, and discuss how we can encourage students to formulate and ask their own critical questions.
Using Popular Culture in Your Teaching
From zombies to Stephen Colbert, there are entire universes of content your students care about. Can we leverage this inherent motivation to serve our needs? Click here for HANDOUT.
Using Technology to Enhance Learner Motivation
In today's classroom, technology has the potential to be a distractor for students. Find out how you can use technology to increase learner motivation using various tools, media, and strategies. Click here for HANDOUT and PRESENTATION.
Using Student Feedback to Improve Teaching
Through students’ eyes (as Brookfield called it), we can learn a lot about our teaching performance. In this session, participants will identify different strategies for collecting and interpreting student feedback to improve their teaching. These strategies cover formative, reflective, mid-semester, and end of semester feedback. Click here for HANDOUT 1 and HANDOUT 2.
Using the Canvas Survey Tool to Enhance Learning
Join us as we discuss how to get anonymous student impact data from our Canvas LMS that helps us identify what worked well in our courses and what needs some enhancements.
Various Ways to Supplement Your Face-to-Face Classes Using Canvas
Now that you know the basics of Canvas, join us as we explore some instructionally effective ways to supplement your face-to-face classes with the Canvas LMS.
Virtual Synchronicity: Meeting Students Online
Whether you are facilitating portions of your course online or need to meet with an individual student online, using tools like Big Blue Button or Blackboard Collaborate, which are integrated into Canvas, can make your interactions more meaningful and convenient.
Web 2.0 Tools for Teaching
From musical slideshows to online posters, there are hundreds of websites interesting for educators. We'll look at online game creators, virtual field trips, word clouds, comic generators, and much more. Leave with a toolbox of sites where both you and your students can create fun content.
What Can Teachers Do to Support Effective Study Skills?
In this session, we will discuss three interrelated effective study skills (spacing, retrieval, and interleaving). Participants will be able to identify teaching practices and techniques that they can easily incorporate into their teaching to help improve students’ learning. Click here for HANDOUT.
What Faculty Should Know about the Writing Studio
This session will discuss the services of USF's Writing Studio. How and in what ways does the Studio support USF students, faculty, and staff? How and when should faculty suggest students to visit the Studio, and how can faculty receive support themselves? This session will also look to cultivate conversation among attendees about needs, thoughts, and the objectives of university writing centers. Facilitated by Danielle Farrar.
What’s Behind the Push for Community Engagement and Service-Learning?
The presenter will discuss the research and evidence behind community engaged teaching and learning and how to integrate these findings into the classroom and into your research agenda. Included will be a discussion in best practices for partnering with community members to carry out community based research, writing and other scholarship. Facilitated by Lillian Wichinsky.
What’s Your Policy?
How do you decide on the policies that you put into your syllabus? While some are dictated by the college or university, others are more up to the discretion of the instructor. In this session, we will take a deeper look at the reasoning behind a variety of common course policies, particularly those related to late work, absences, technology use, and other classroom management issues.
Writing Good Clicker Questions
Using clickers can be simple indeed, but what are the ways to use these devices to maximum effect? We will focus on the skill of writing effective questions that accomplish specific goals.
Writing Lesson Plans
Lesson plans help you to effectively organize and deliver your course content to students. Learn about how to develop lesson plans that are well-thought-out and offer more than just an outline. Click here for HANDOUT 1 and HANDOUT 2.
Your Memory Sucks
This lecture is a demonstration of an undergraduate-level introduction to the science of memory and learning and how best to capitalize on our strengths to optimize learning in the classroom. Facilitated by Kathy Carbonell
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