CATL is eager to spend January with you!
There are options below for people who wish to reconnect with colleagues and some for those who wish to deepen their relationship with distance education.
Click to expand the sections below to see all the opportunities we have available! Once a program sparks your interest, click on the event name to learn more. You may also email questions as they arise in your mind to the Center at email@example.com. Finally, register for these sessions on Qualtrics.
This course is for instructors who would like to take their recently created pandemic courses and turn them into fully online classes. This is for you if you anticipate offering your pandemic course in the online environment in the future. Instructors will earn a stipend upon completion.
You may have found yourself grappling with how to incorporate students in more than one environment at the same time. Maybe you teach a “virtual classroom” course, but some students attend asynchronously. Maybe you teach hybrid or in-person but have some students who attend from at home. This course is for you if you incorporate students across space and time. We will take wisdom from the “hyflex” teaching style and adapt it to the circumstances of your courses, turning hyflex into “my-flex.”
This course is for instructors who have been assigned to a technology enhanced classroom and want foundational knowledge to successfully integrate elements of this technology into their spring classes while engaging with best practice in distance and blended/hybrid instruction. Instructors will earn a stipend upon completion.
This course is for instructors who understand the basic principles of culturally responsive pedagogy (CRP) and would like to engage in more substantive integration of CRP within their existing courses. The purpose of this course is to support instructors in moving from positive dispositions regarding CRP to its meaningful application in relationships to teaching and learning. Instructors will earn a stipend upon completion.
Pre-Institute Workshop (Jan. 11-12)
CATL is holding sessions embracing the name of “workshop” as an analogy: milling, sanding, and finishing courses or assignments. Attendees will build community as they dovetail one another’s successes and chisel away at shared challenges. Small group topics to true up our teaching will emerge organically from those who attend as we work together to embrace the grain of courses with character. Sign up to sand and buff out problem spots in your courses with colleagues who are addressing similar concerns. Click here for details.
Instructional Development Institute (Jan. 19 & 21)
CATL and the Instructional Development Council invites applicants to either lead or present synchronous sessions or submit asynchronous resources for our Virtual Instructional Development Institute on January 19 & 21, 2021. More information on how to apply may be found here. We also look forward to your attendance. It will be more fun if you are there!
This self-paced course takes about five hours to complete and is for those who are unfamiliar with Canvas and would like to start building their courses from a solid foundation.
This self-paced course takes about ten hours to complete and helps instructors strategize ways to help all students be full course participants if they engage synchronously or asynchronously.
During this fall semester, the need for Fall break is especially obvious, but the Thanksgiving holiday is not divorced from its history. Below are just a few resources we have come across in thinking through various topics around the holiday.
Racial Justice Resources for Thanksgiving from the POC Online Classroom blog.
Southern Poverty Law Center’s Teaching Tolerance lesson plan/resource on “Thanksgiving Mourning”
Philip Deloria’s 2019 New York Times piece The Invention of Thanksgiving:
Massacres, myths, and the making of the great November holiday.
Colorado College’s Crown Faculty Center page on Teaching & Learning on Indigenous Land.
Plimoth Patuxet Museums’ online game for school-aged children and families looking at Wampanoag life prior to European settlement and the “First Thanksgiving.”
We’ve blocked off time on our calendars on weekdays from Nov. 30 through Dec. 30 to hold drop-in sessions around topics or whatever else you might need to discuss, so please stop in via Collaborate Ultra or request a consultation if you aren’t able to make these times. Check out CATL’s full calendar with all times here or click the bar below to expand the list of upcoming Office Hours.
Many thanks to our panelists Bill Dirienzo, Nichole LaGrow, and Mark Olkowski for leading a conversation around academic integrity for our campus. Below are some clips from the panel that helped steer our discussion—feel free to comment below or join us in the Solidarity Café.
Videos segments from the panel
What has been your experience with managing academic integrity in your classes or with the university?
What strategies have you implemented to help manage academic honesty and cheating in your classes?
What types of conversations have been most productive when you’re working with students to discuss plagiarism, cheating, academic dishonesty, and academic misconduct?
What kinds of trainings have been most useful to you while you’ve been designing policy or courses that address academic integrity issues?
Questions from the panel attendees
Resources to Follow Up on Panel Conversation:
Algorithmic Proctoring in the Media
Since we had quite a few questions about online proctoring services, we wanted to follow up with some links to articles about proctoring tools and the artificial intelligence programs many of these companies use to verify student’s identity and flag certain behaviors.
- Feathers, Todd, and Janus Rose. “Students Are Rebelling Against Eye-Tracking Exam Surveillance Tools.” Online Magazine. Vice, September 24, 2020. https://www.vice.com/en/article/n7wxvd/students-are-rebelling-against-eye-tracking-exam-surveillance-tools.
- Flaherty, Colleen. “Online Proctoring Is Surging during COVID-19.” Blog. Inside Higher Ed, May 11, 2020. https://www.insidehighered.com/news/2020/05/11/online-proctoring-surging-during-covid-19.
- Grajek, Susan. “COVID-19 QuickPoll Results: Grading and Proctoring.” Blog. Educause Review, April 10, 2020. https://er.educause.edu/blogs/2020/4/educause-covid-19-quickpoll-results-grading-and-proctoring.
SoTL around Proctoring
Here is some research around using proctoring tools a method for mitigating academic dishonesty and cheating in online and in-person assessments—though these sources also provide plenty of alternatives to using proctoring services as well.
- Ahmed, Farhatulain, and Attia Sheikh. “Academic Integrity; Fostering a Climate to Minimize Academic Misconduct Among Medical Students.” The Professional Medical Journal 23 (August 1, 2016): 903. https://doi.org/10.17957/TPMJ/16.3422.
- Dyer, Jarret M., Heidi C. Pettyjohn, and Steve Saladin. “Academic Dishonestly and Testing: How Student Beliefs and Test Settings Impact Decisions to Cheat.” Journal of National College Testing Association 2020 4, no. 1 (April 28, 2020): 1–30. https://tinyurl.com/ncta-testing-article.
- Richards, Deborah, Sonia Saddiqui, Fiona White, Nicholas McGuigan, and Judi Homewood. “A Theory of Change for Student-Led Academic Integrity.” Quality in Higher Education 22, no. 3 (September 2016): 242–59. https://doi.org/10.1080/13538322.2016.1265849.
- Swauger, Shea. “Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education.” Online Journal. Hybrid Pedagogy, April 2, 2020. https://hybridpedagogy.org/our-bodies-encoded-algorithmic-test-proctoring-in-higher-education/.
Here is the PowerPoint presentation (in PDF format) including some links out to resources.
Here is a crowd-sourced collection of some strategies our attendees explored that seek to decrease one of the dimensions in the "academic misconduct" triangle.
If you’re interested in learning more about the resources that helped inform this panel and workshop, please check those out here: https://blog.uwgb.edu/catl/1209-academic-integrity/
This course is for instructors who understand the basic principles of culturally responsive pedagogy and would like to engage in more substantive integration of CRP within their existing courses. The purpose of this course is to support instructors in moving from positive dispositions regarding CRP to its meaningful application in relationships to teaching and learning. Instructors will earn a stipend upon completion.
⏳ Time commitment
This course is fully online and asynchronous, but will also have opportunities for participants to participate in optional synchronous discussions.
Participants will earn $1000 upon completing course deliverables.
🔑 To register
Please see our registration form to register for this or any other January program.