New “Atomic Search” Tool Arrives in Canvas

Course Search Image

In January 2023, UW System added a new Atomic Search tool to Canvas. This tool allows both instructors and students to more easily locate content within Canvas courses by searching for keywords. In a Digital Learning Environment student usability study conducted by UW System, students expressed having difficulties locating course content, especially when the layout of the Canvas course was not clear and consistent. Adding a search tool to Canvas was identified as a potential solution. 

Instructors do not have to take any action to enable the Atomic Search tool in their courses. The search tool appears both in the left global navigation bar as a “Search” icon and in course navigation menus as a “Search” link. Starting a search from the global navigation bar will search within all of a user’s enrollments; starting a search from the “Search” link of a course navigation menu will search only within that course. The search tool respects all of the access restrictions an instructor can apply to course content items, so search results shown to a student will only include content that the student could find through normal navigation of the course. 

The most important consideration for instructors is that the addition of a search tool in Canvas heightens the importance of making sure that outdated course content is unpublished or deleted. While preparing a Canvas course, removing an outdated Page from a course module but then forgetting to delete it entirely from the course is an easy mistake to make. With the arrival of a search tool in Canvas, students are now more likely to encounter an old page that you have removed from a module but never deleted or unpublished. Especially in those courses in which you’ve been reusing and iterating upon the same base of Canvas content over several terms, we recommend reviewing your course “index” pages—Announcements, Assignments, Discussions, and Pages—and deleting obsolete content and abandoned drafts. 

Course delete page

While cleaning up your course, remember that removing a page from a module does not also delete that page from the course. Likewise, deleting a module does not delete its contents. Items that module contained will still be found among the Pages, Assignments, and Discussions index pages of the course. Fully deleting a content item from your course can only be done while viewing that item or while viewing the index page for that item’s type—for example, the list of pages you can view by clicking the Pages link in the course navigation menu. Anytime you plan on removing an unneeded content item from a course module it is a good practice to first unpublish that item so that even if you forget to follow up and delete it, students cannot find it. 

After reviewing your course and deleting old content, we recommend running your course’s Link Validator to scan your course for any links which point at now-deleted content. Remove or update any broken links found by the validator tool. 

Please also keep in mind that new content and content changes will not immediately appear in search results. After a change is made to course content, the search tool needs to “re-index” the course before it can deliver updated search results. For an active course, this re-indexing process happens automatically at least once every 10 hours. 

Additional Resources 

Events on AI, Machine-Generated Content, and ChatGPT (Feb. 10, Feb. 17, Mar. 24 & Apr. 7, 2023)

Have you heard the term “ChatGPT” and wondered what everyone was talking about? Are you thinking about how artificial intelligence and machine-generated content could help you as a teacher or complicate your ability to assess true student learning? Experts from across UW-Green Bay are coming together to help you! Please read on to learn more about the sessions being offered in Spring 2023.

ChatGPT Workshop (Feb. 10 & 17, 8 – 9:30 a.m.)

We are excited to announce that the Cofrin School of Business, with support from CATL, is hosting a workshop on ChatGPT! Come learn about ChatGPT by Open AI. Join CSB faculty in this interactive workshop to experience the most advanced chatbot and discuss implications for teaching and learning.

The workshop is moderated by Oliver Buechse, Executive in Residence, Cofrin School of Business. It will be offered on two different Fridays, Feb. 10 and 17, from 8 – 9:30 a.m. in the Willie D. Davis Finance and Investment Lab on the first floor of Wood Hall. The workshops are free and open to all UWGB employees.

If you need an accommodation for any of the sessions that are a part of the “ChaptGPT Workshop” please contact Kathryn Marten (martenk@uwgb.edu).

AI, Teaching, & Learning Series (Feb. 17, Mar. 24, & Apr. 7, 11:40 a.m. – 12:30 p.m.)

UW-Green Libraries, CATL, The Learning Center, and UWGB faculty are all coming together to offer a series of three workshops on machine-generated content applications and artificial intelligence tools such as ChatGPT and their potential impacts on teaching and learning. Participants will have the option to attend this series in-person or via Zoom. 

Teaching and Learning in the Time of ChatGPT | Friday, Feb. 17, 11:40 a.m. – 12:30 p.m.

UW-Green Bay instructors with expertise in artificial intelligence and machine learning will introduce us to AI-content generating tools, like ChatGPT, and their potential uses and pitfalls. Join other instructors for an engaging discussion about the impact on teaching and learning and a brief opportunity to test the tools themselves. 

Writing Assignments and Artificial Intelligence | Friday, Mar. 24, 11:40 a.m. – 12:30 p.m.

ChatGPT and other text-generating tools have raised concerns among instructors whose curriculum relies upon writing assignments from creative writing to lab reports and research papers. In this session, we’ll focus on the implications of these tools on writing and pedagogy, assessment, and curriculum design.  

Designing and Managing Authentic Assessments | Friday, Apr. 7, 11:40 a.m. – 12:30 p.m.

Students may inevitably use artificial intelligence and text-generating tools, but there are strategies instructors can explore and use to alleviate instructional stress around student learning. In this session, we will explore strategies for planning and developing authentic assessments to help students actively engage in their learning. This session will also offer instructors resources to help navigate the issues surrounding artificial intelligence and discuss ways to create assessments that embrace or acknowledge the use of AI and text-generating tools.

If you need an accommodation for any of the sessions that are a part of the “AI, Teaching & Learning Series,” please contact Kate Farley (farleyk@uwgb.edu).

OPID-Sponsored Systemwide Book Club: Relationship-Rich Education (Spring 2023)

The Office of Professional and Instructional Development (OPID) is sponsoring a systemwide book club for UW instructors this spring! Together we will be reading Relationship-Rich Education: How Human Connections Drive Success in College by Peter Felten (the plenary speaker for this year’s OPID spring conference) and Leo M. Lambert. All book club participants will receive a free physical copy of the book.

What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions.

Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.

 

"Relationship-Rich Education" book jacket which depicts an aerial shot of people traversing across a concrete surface, connected by thin black lines

Registration is open through Friday, Feb. 10, but we encourage you to sign up early to guarantee your spot! UW-Green Bay has spots for ten participants which will be filled on a first-come, first-served basis. Multiple options for meeting dates and times are available and all groups will meet via Zoom during March and April for a total of three meetings. Groups are being facilitated by Teaching and Learning Center Directors from across the System, and your facilitator and group members are determined by your choice of meeting day and time, making this a great opportunity to meet instructors from different UW campuses.

Please contact CATL at CATL@uwgb.edu if you have any questions or OPID@uwsa.edu if you need an accommodation.

Reflecting on the 2023 Instructional Development Institute

On January 10, 2023, we gathered virtually for the annual Instructional Development Institute hosted by CATL and the Instructional Development Council. This year included attendance and presentations by educators from UWGB, UW System, K-12 schools, and the private sector for the 2023 Instructional Development Institute: Cultivating Student Success. The conference was a huge success, with over 140 in attendance for our keynote session and strong momentum throughout the rest of the day. In this blog post, we will reflect on the Institute and share teaching resources, materials, and takeaways from this year’s Institute.  

Keynote & Workshop Leaders

2023 Instructional Development Institute: "Cultivating Student Success" Keynote Speakers Dr. Stephen L Chew & Dr. Bill CerbinThis year’s IDI included two keynote speakers, Dr. Stephen L. Chew, 2011 Carnegie Professor of the Year and 2018 recipient of the American Psychological Association’s national award for distinguished teaching, and Dr. Bill Cerbin, the founding director of the Center for Advancing Teaching and Learning at UW-La Crosse and a nationally recognized expert on lesson study and the scholarship of teaching and learning. Dr. Stephen and Dr. Cerbin’s keynote and workshop presentations explore the nine main cognitive challenges of student learning and how we, as educators, can address each of these nine challenges to better support our students.  

For those that were enrolled in the 2023 IDI Canvas course, we encourage you to watch the recording of the keynote and both keynote workshops to learn more about the cognitive challenges students experience and ways educators can address these challenges. In addition to the keynote presentations, Dr. Bill Cerbin has created a self-paced, self-directed, ungraded Canvas course, Cognitive Challenges of Lectures, that is available for IDI attendees and those who enrolled in the IDI Canvas course. The Cognitive Challenges of Lectures course expands upon the keynote’s research and presentation and provides instructors with tangible takeaways to improve student learning and success. The 2023 IDI Canvas course is now closed. 

Presentations, Roundtables, and Panels on Student Success

The theme this year was centered on “Cultivating Student Success,” and presentations highlighted the many ways all university community members support the success of students. Sessions throughout the day covered topics such as using universal design for learning (UDL), information literacy, fostering growth mindset in high-tech classrooms, best practices for handling hot-button topics in the classroom, and reflections on student internship experiences. Below are some resources from a variety of different IDI presentations for you to explore.  

The session, “Teaching Students to Evaluate Website Credibility” led by three members of the UW-Green Bay Libraries’ team, Jodi Pierre, Renee Ettinger, and Carli Reinecke included a demonstration on lateral reading and additional resources for instructors teaching an FYS or a research focused course to help students identify credible websites for their research purposes.  

Instructors can use the resources available through the UWGB Libraries FYS Integration Kits which include pre-built learning objects, lesson plans, and simple assignments that can be integrated into their courses to support a variety of information literacy learning outcomes. Additional resources provided are the Civic Online Reasoning website which provides lesson plans, assessments, and videos on evaluating online information as well as the SIFT framework used to evaluate websites. As a reminder, UW-Green Bay libraries offer a wide range of research and information literacy resources, including library instruction for your classes.  

The session, “Inner Tracking: A Reflective Practice for Holistic Learning” led by David Voelker included a discussion on implementing written reflective learning practices for students that help students reflect on how their learning is affecting them as a person. An additional resource from this session includes the Inner Tracking exercise which instructors can incorporate into their course. 

The IDI hosted a special podcast episode of Psychology & Stuff, “How to Build Community” with co-hosts Ryan Martin and Georjeanna Wilson-Doenges. In this thought-provoking discussion, Ryan and Georjeanna discuss approaches to creating meaningful connections and building community among university staff in higher education. Watch the recording to learn more as Psychology & Stuff hosts apply research and principles from urban planning and environmental psychology to the building of community in our workplaces and learning communities 

The session, “Using Universal Design (UDL) to Create Access and Increase Student Success,” led by Lynn Niemi and Alison Gates provided a useful hand-out for instructors to use in their instruction for Further Resources for Universal Access Design for Learning.

Wrap-up & Conclusion

This year’s Institute was a huge success, and we thank everyone who attended our teaching and learning conference and supported all our thoughtful presenters. The presentations and conversations throughout the day offered us some important themes, which CATL director Kris Vespia shares in the wrap-up of the day, that we can take into the spring semester. One is the importance of empathy and perspective-taking, as throughout the day we were asked to put ourselves in a student’s shoes and struggle to understand in new learning contexts. Another theme of the day focused on the importance of communities, whether that is in the classroom to create inclusive environments or building communities amongst faculty and staff. The communities we build in higher education will directly affect students’ paths to success in individual courses and in their educational endeavors. We hope to see you at the 2024 Instructional Development Institute!  

Revising—and Reframing—Your Teaching Philosophy

Article by Tara DaPra, Assistant Teaching Professor & 2022-23 Instructional Development Consultant

Why should you write a teaching philosophy? Chances are, you already have, even if it was way back in graduate school or when you applied for the job you now hold. But if you are going up for promotion, as many of us in the teaching professor category may now do, or if—happy days—someone nominates you for a teaching award, your teaching philosophy may need updating. You may be dreading this. You may continually move it to the end of a long list of more pressing tasks. You may ask yourself if anyone will really read this. Leonard Cassuto says what many of us are thinking when he writes, “Teaching philosophies account for some of the most tiresome reading that academe has to offer (and that’s saying something).” But must they be? Rather than a chore or a high-stakes assessment, why not re-frame what a teaching philosophy can—or perhaps should—be? What if you instead treated your teaching philosophy as a celebration of your time in the classroom and a vision for the future?

In an article for The Chronicle of Higher Education, James Lang argues that teaching philosophies “fall under the genre of creative nonfiction,” a genre of writing that privileges techniques like voice, narrative arc, and compelling details while insisting on a non-negotiable commitment to the truth. Lang warns writers of teaching philosophies not to fall into the default mode we so often see in student writing—telling rather than showing. So instead of regurgitating your course learning objectives or points from your CV, Lang advises that we zoom in and describe a day when those objectives were lived in a particularly meaningful way. He writes, “Readers remember and respond to your stories, not your explanations.”

Another hallmark of creative nonfiction is to distinguish between what the writer knows and does not know—and to lean in to the latter. In her essay “Memory and Imagination,” Patricia Hampl writes, “It still comes as a shock to realize that I don’t write about what I know: I write in order to find out what I know.” Teaching philosophies are, essentially, a personal essay, a space for writers to puzzle over a complicated question and attempt to answer it from many angles. The word essay itself means “trial.” What, then, is the question you most want to discover, as it relates to your teaching? What parts of that question have you answered and what parts remain a mystery?

Writing a teaching philosophy can help us to reflect upon and articulate our ideas about what makes for effective teaching. And doing this can help to ensure that what we do in our classes is consistent with those beliefs—but it can also acknowledge pieces of the teaching puzzle that we have yet to fit together. And so, while teaching philosophies should certainly highlight a teacher’s strengths and successes, good teachers might also acknowledge what they hope to learn next.

If you’d like to read more about writing effective and reflective teaching philosophies, CATL has gathered some resources.