2,222 Matching Annotations
  1. Last 7 days
    1. University students with a higher sense of belonging are more engaged in the classroom and generally have more successful academic outcomes (Hausmann, Ye, Schofield, & Woods, 2009; Wang & Eccles, 2012)
    2. One reason that there has been limited empirical research on belongingness in higher education is the lack of sound measurement of the construct.

      little research in HE

    3. Relationships and Belonging in Higher Education
  2. Jan 2023
    1. However, when students learn that it is normal to experience academic struggle and that such struggle does not demonstrate their lack of belonging, they have improved their educational outcomes compared with students who do not receive such messages (Walton & Cohen, 2007; Vaccaro et al., 2015).
    2. Students are less likely to be engaged in learning environments in which they feel they do not belong (Hurtado & Carter, 1997; Strayhorn, 2019)
    3. What is a sense of belonging?

      iowa state

    1. When students feel a sense of belonging in the classroom, it can increase their educational success and motivational outcomes in multiple ways, and teachers can help create this feeling of belonging by building connections between classroom and community, according to DeLeon Gray, Ph.D.
    1. The research in this regard is quite clear, namely that the frequency and perceived worth of interaction with faculty, staff, and other students is one of the strongest predictors not only of student persistence but also of student learning” (Tinto
    1. ults suggest that with regard to academic motivation withinschool contexts, students' sense of belonging and support in school can in someways override the influence of a student's personal friendship group. Schools thatcan function either as a whole or as a set of smaller teams to create a sense ofcommunity where adolescent students feel personally known, important, and encouraged to be active participa
    1. adult learners' needs

    2. Goodenowand Grady, 1993) also point to a strong relationship between academic achievement or schoolleaving and students’ sense of belonging to the school community.
    3. The research in this regard is quite clear, namely that the frequency andperceived worth of interaction with faculty, staff, and other students is one of the strongestpredictors not only of student persistence but also of student learning” (Tinto 1994).
    4. It is human nature that when we feel welcomed, respected, and develop a sense of belonging,we are more apt to return to the setting or endeavor than when those factors are not present.When adults decide to resume their education after years of being out of school, they usuallybring with them the expectations and connotations of whatever their previous educationalexperiences were like. For some adult learners the decision to go back to school can be anxietyprovoking. They are stepping into unfamiliar territory, possibly without an expectationof belonging there. For that reason, cultivating a sense of belonging from the momenta prospective adult learner comes through the doors or calls is an important persistencestrategy.
    1. What is the connection between instruction and persistence? Instruction that fully engages students is a critical component of the persistence “puzzle.” Instructors have the most contact with students and thus carry perhaps the greatest responsibility for meeting students’ academic needs that brought them to the program in the first place. It is also primarily in the classroom that students may feel the sense of community that supports learning and persistence, and where they can explore and negotiate learning that will meet their needs.
    1. It is human nature that whenone feels welcomed and respected and has developed a sense of belonging, one is more apt to return tothe setting or endeavour that engenders those feelings–and the converse is also true (New EnglandLiteracy Resource Centre
    2. It was seen(Table 2) that students’‘Sense of belonging’to the university has the most important direct effect onstudents’intention to stay or drop out of university.
    3. ‘Sense of belonging’has a positive direct effect on‘Intention to drop out’, meaning thatthe higher students’sense of belonging to the institution, the likelier they will be not toshow an intention to drop out. (The results of the crosstab analyses are:‘Ifeelathomeatthis university’(29.0% versus 45.7%);‘IwishIhadgonetoadifferent university’(40.8%versus 18.6%);‘I feel I belong at this university’(76.7% versus 93.4%);‘How likely is it thatyou would choose this university again as an institution to study at?’(64.6% versus 82.9%);‘Howsupportivehastheacademicenvironmentbeensofar?’(80.4% good/very goodversus 95.2% good/very good); and‘Ifeelsafeatmycampus’(82.2% versus 92.3%). Thecrosstab results indicated that students intending to drop out experienced a lower senseof belonging
    4. Specifically, recent research outcomes also point to the crucial role of identity andidentity-related constructs in students’academic persistence (e.g. students’sense of belonging tothe institution (Hoffman et al.2003)). These constructs have also been identified as key to studentretention (Krause2011; Osborne and Jones2011; Osterman2000; Thomas2012). Cumulatively, theresearchfindings have shown that student dropout depends on several factors, of which arelatively small number can be influenced and addressed by institutions
    1. Belonging and university retention
    2. Goodenow and Grady’s (1993) definition of belonging as a student’s sense of being valued, included and accepted is frequently cited in recent higher education belonging literature
    3. A sense of belonging at university: student retention, motivation and enjoyment
    1. As

      If you can't articulate the value of students attending a synchronous class session, then perhaps the materials should be made available in an asynchronous format.

  3. Dec 2022
  4. Oct 2022
    1. You may have a sandbox created in our pilot version of Canvas. The URL for that is still pdx.instructure.com.

      Does this need to be edited (or taken down)? Thanks!

    1. As the call forspecific types of courses rises, institutions meet that demandby leveraging hybrid modalities instead of creating morecourse sections. On-demand learning transcends limitationsimposed by time-bound instruction

      What could this look like at PSU, if it really transformed how we approached course modality?

    2. Grades and seat time no longer serve as theprimary evidence of learning in higher education

      We have a long ways to go before the majority of faculty embrace this perspective, but we can help move the needle on this.

    3. Institutionalprograms support equitable access to education with flexiblemodalities, personal devices, and ubiquitous internet access.In all learning modalities, instruction is designed to supportequitable engagement through inclusive pedagogy (e.g.,universal design). Teaching and learning experiences are builtfrom and centered on the needs of students

      And this is rationale for creating more "flexible" learning opportunities, from degree pathways to individual course activities.

    4. The “online versus face-to-face”dichotomy has been replaced by a continuum of instructionalmodalities

      This can't be overstated. This is the re-imagining work that lies ahead for centers like OAI.

  5. Sep 2022
  6. Jun 2022
    1. Anticipating a trail-intensive day ahead, we sidestepped the roots of Lookout Mountain in favor of smooth pavement over to Knebel Springs. The rain had sweetened the trails to near-perfection such that I was able to clear a handful of tricky climbs that had always vexed me. Again, after Knebal, we cut out to Brooks Meadow road, streamlining our approach to Surveyors Ridge.
    1. Members of the Human Development Teaching and Learning Group. The team members who created the original master class include: previous faculty instructors, Cathleen Smith and Gabriella Martorell; faculty team leader, Ellen Skinner; Adjunct Faculty, Glen Richardson and Shannon Myrick; Graduate Instructors, Cynthia Taylor, Jennifer Pitzer; Graduate teaching assistants, Heather Brule, Cailin Currie, Rita Yelverton, Jeff Beers, Jessica Harrison, and Justin Vollet.

      attribution

  7. May 2022
  8. Apr 2022
    1. But as we’ve learned through our pandemic experiences,different modalities can be blended together in much richer, theoretically grounded waysthat challenge and expand those frameworks and approaches to teaching

      blurring lines

    2. “Professors need to be independent of the AV team. They should be able to walk into aclassroom, connect the technology, and start teaching

      seamless technology

    3. Poor deployment or use of any of these or many other elements of hybrid learning technologycan quickly derail the best hybrid learning plans and contribute to suboptimal studentexperiences and outcomes
    4. in practice it’s muchharder than we may give due credit to procure, deploy, and use the basic elements oftechnology needed to facilitate successful and meaningful hybrid learning experiences

      technology needs are foundational

    1. She considers herself an old dog who has learned new tricks to step into online teaching and Universal Design for Learning
    1. We are sure that lectures will continue to be at least partially online and that learning from home will still be popular.

      less lecture-centric?

    2. flexibility and individuality
    3. Our first scenario envisions a future where students can build their own learning modules and degree programs based on their individual tastes by freely piecing together what classes they wish to take. Depending on the characteristics of the selected modules, a degree with a certain focus is awarded.
    1. A typical HyFlex set-up for lecture classes, in which information flows primarily from the instructor to students, entails two cameras and distributed microphones, as illustrated in Figure 2 and 3. 
  9. Mar 2022
  10. Feb 2022
  11. Jan 2022
    1. For this pilot, we needed students to come to class in order to fully test RLP as a modality. If a student missed class, the absence was treated the same way that absences in residential courses were treated -- students could review the class slides and ask the instructional team questions about the content or borrow notes from a classmate. Live class sessions were recorded, however students were not provided access to the recordings except if an online student experienced technical issues that caused them to miss part of class

      Though providing flexibility in where students attend class, this impedes on the flexibility of time. How many students couldn't "afford" the cost of synchronous class sessions, or suffered because they were denied access to asynchronous learning opportunities?

    1. Documents team e-learning and multimedia equipment practices to share with campuspartners

      DELETE

      +

    2. including TAGS and OAI/OIT platform update meetings

      DELETE

      +

    3. ? Collaborates with online instructors to answer the question, “But how would I do that online?” ? Assists with planning and curriculum-mapping to ensure alignment of learning outcomes,assessments, activities and course materials ? Creates and updates online courses by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools ? Makes recommendations about individual course designs based on accreditation requirements,online program standards, student experience, faculty operability, and professional judgment ? Participates in quality assurance surveys of online courses directed by the Online BusinessOperations Manager ? Trains faculty on platform

      This section gets replaced with what is above?

      +

    4. May lead OBE team meetings

      DELETE

      Additional items to add to this list from sections below: From Faculty Training duty:

      • Trains faculty on platforms used in a given course, prior to and following development.
      • Prepares instructors for online course facilitation including Regular and Substantive Interactions, and techniques for monitoring student progress.
      • Creates ad hoc video tutorials to demonstrate more complex course design concepts and steps

      ADD

      From Production Coordination duty:

      • Manages complex program requests and learning objectives and adapts SB’s unique pedagogical requests to the digital learning environment
      • Manages course development timeline start-to-finish across a given project, factoring in: consultation, training, design, instructor content creation, course building, equipment availability, filming/recording, editing, and review
      • Provides stakeholders with timely updates on the status of course development
      • Warmly hands off support requests intended for campus partners; project-dependent

      +

    5. Trains and leads OBE teammates (may include student workers) with emerging technology

      DELETE

      +

    6. Creates and updates

      Collaborates with SB faculty to create and revise

      +

    7. Organizes and leads OBE team in conversion of SB courses in LMS platforms

      DELETE

      +

    8. Moderate daily supervision

      Moderate weekly supervision

      +

    9. This position will also participate in the faculty support team at OAI, which willinclude attending team meetings, participating in technology maintenance and selection, anddeveloping programming for SB faculty in coordination with OAI faculty development goals

      As a member of OAI's Design team, this position will participate in Design meetings and other essential OAI meetings.

      +

    10. Design & Technical Execution

      Faculty Consultation and Design Support

      +

    11. This position will also participate in the faculty support team at OAI, which will includeattending team meetings, participating in technology maintenance and selection, and developingprogramming for SB faculty in coordination with OAI faculty development goals.

      As a member of OAI's Design team, this position will participate in Design meetings and associated work the team does to develop and implement resources in alignment with OAI faculty development goals.

      +

    12. Griffith

      Robison

    13. Molly

      Scott

    14. Digital Learning Environment and Faculty Support

      Digital Learning and Design

    15. Manages complex program requests and learning objectives and adapts SB’s uniquepedagogical requests to the digital learning environmentManages course development timeline start-to-finish across a given project, factoring in:consultation, training, design, instructor content creation, course building, equipmentavailability, filming/recording, editing, and reviewProvides stakeholders with timely updates on the status of course developmentWarmly hands off support requests intended for campus partners; project-dependent

      I would move these up to the main/first Duty Name as well. They really could lead the list of main job responsibilities.

      I'll tack them on to the list in the comment

    16. Trains faculty on platforms used in a given course, prior to and following development.Coaches instructors on online course facilitation and techniques for monitoring studentprogress.Creates video walkthroughs to demonstrate more complex course maintenance steps

      This really falls under the first "Instructional Design" category which I believe, we're trying to focus more on and less on the existing emphasis on technical support. I modified and added this list to the comment in the first Duty Name section.

    17. technology

      teaching and learning technologies

    18. OAI/OIT technology management processes

      OAI discussions about and projects focused on current, research-based digital pedagogies.

    19. Represents the interests of SB and online SB faculty in multi-stakeholder meetings, including TAGSand OAI/OIT platform update meetings. Serves as a technology expert and representative of SBfaculty in technology selection and implementation processes. Other duties as assigned bysupervisor.

      This gets replaced with what is above?

    20. Serves as a technology expert andrepresentative of SB faculty in technology selection and implementation processes.

      Serves as instructional design expert and representative of SB faculty for pedagogical trends and needs specific to SB faculty.

    21. by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools

      in the learning management system utilizing a variety of course content modalities and opportunities for interactions (instructor-student, student-student, student-content).

    22. educational

      digital pedagogies supported by

    23. educational

      digital pedagogies supported by

    24. Digital Learning Environments and Faculty Support

      Digital Learning and Design

    25. Faculty Support

      Design

    26. Collaborates with online instructors to answer the question, “But how would I do that online?”to adapt and convert their course to the digital learning environmen

      Collaborates with instructors to rethink the design of their courses for a digital learning environment

    27. Digital Learning Environments and Faculty Support

      Digital Learning and Design

    28. Faculty Support

      Design

    Annotators

    1. Trust is about two things, according to a recent story in the Harvard Business Review: competence (is this person going to deliver quality work?) and character (is this a person of integrity?).
  12. Dec 2021
    1. The PSU Faculty Senate Academic Quality Committee shared that concern earlier this year with administrators. They also worried about quality of learning for students.“For example, we know from the shift to remote that not everything that works in a classroom works on Zoom, and vice-versa,” the committee wrote. “Will faculty need to plan their courses and classroom activities for two different types of audiences? Or will faculty simply lecture or do some kind of low student-input activity, given the potential logistical challenges of handling the two different groups?”
  13. Nov 2021
    1. And when there is a federal financial aid review, or ”audit” as it’s called, of your institution, what they’ll do is they’ll go and take a sample of classes, and that they’ll look to see what happened in that course? Were there group interactions? Were there individual interactions? That they’ll look to see what happened and then they’ll look to see, does it meet the regulations? And have you developed faculty? Have you let them know that these are the expectations of them? That they’re looking for those sorts of things, and did it actually have an effect in the courses?
  14. Oct 2021
  15. Sep 2021
    1. Ultimately, we are here to help students empower themselves through education. In my dream, I imagine that Culturally Responsive Teaching, restorative practices, and deeper learning are all alive in classrooms across the United States. In addition, we might see curricula that affirms and engages students of color. We might also see students connecting their identities to their learning and applying it back to their communities to manifest social justice.
    2. This coming year, we are looking at how to build more community in the classroom, how to unify our students across cultural differences, and how to reduce bias in our discipline systems. Now we can get to the work of promoting anti-racism, liberation, and achievement at our school, by looking through the lens of White Supremacy Culture.
    1. Portland Board of Education passed a groundbreaking resolution in 2016 revising their curriculums and requiring that all their textbooks correctly and openly address climate change.
    2. Climate change education cannot be left only to technical discussions in the sciences, to optional electives, or to the private initiative of individual teachers. It needs to be integrated into mainstream history and civics courses that are requirements for all students.
  16. Aug 2021
  17. Jul 2021
    1. Forms for Design Work

      Can we add MM request form here too? I know the forms/form options are a bit in flux, but it might be good to at least have a placeholder.

    1. Know your classroom and set-up early

      Technology is really driving, or at least limiting the pedagogy which is unfortunate. If faculty aren't extremely confident with and knowledgeable about fairly sophisticated classroom equipment, there is little space for them to stretch their pedagogical muscles.

    2. Help students succeed in your version of a hybrid/HyFlex course
      • Communicate expectations
      • Presence - office hours, check-ins, feedback
  18. Jun 2021
  19. May 2021
  20. Feb 2021
    1. "There's not going to be a one-size-fits-all modality

      Maximum flexibility should be the ultimate goal. This is going to mean an ever-expanding variety of "Hybrid" courses. This is already happening in practice and institutions could be leading and directing these efforts to better serve the needs of all students.

    2. The pandemic has disproportionately impacted low-income households and Black and other people of color, raising concerns about diminished educational access for those groups. The majority of students at HBCUs receive the Pell Grant, which is given to students with the greatest financial need. Meanwhile, HBCUs are important drivers of college degree attainment for Black students, particularly in STEM fields.

      Related to "Open for Fall, Open for All", DEI initiatives, professional development opportunities, public messaging, institutional direction and vision, etc.

    3. "It's a paradigm shift," Rhoads said. "It's like two big huge things having to happen at the same time. ... They're flipping the classroom and seeing their lecture time not as lecture anymore but as active engagement."

      Gets to the heart of teaching philosophy, institutional culture, values, and mission.

    4. must participate in course design training before they can teach a HyFlex class, which Beatty delivers and for which they get a $1,000 stipend. They can receive $2,000 to develop and teach their first HyFlex course, which is reviewed by a team of instructional designers.

      The carrot/stick, PD/teaching responsibility conundrum.

    5. Already, online courses at MSU Billings must be asynchronous, and the school expects it will require HyFlex courses to include that mode, Honea said.

      Interesting "policy" which PSU would be hard to enforce at PSU in the current culture.

    6. start with an asynchronous online course based on the learning objectives and add the in-person experience, which would be mostly activities-based

      Where to start... Not "Start with in-person course and bring in Remote components/students." Important distinction in approach, teaching philosophy.

    7. invest in the asynchronous online component, saying it gives them more flexibility to serve students and prepare for situations in which synchronous instruction isn't possible.

      Totally agree, with "invest" being the key term. How to support this approach across all courses, regardless of primary modality.

    8. easier

      Not if it's done "well".

    9. That's at least in part because it's not as labor-intensive as a fully asynchronous online course. 

      Which is largely why no Online fee is currently associated with Remote courses at PSU.

    10. synchronous online

      "Remote - synchronous" at PSU, but not "Online"

    11. Before the pandemic, faculty using HyFlex tended to build an online, asynchronous version of the course and used that to teach in the classroom, sometimes adding synchronous online instruction

      The presence of a fully built out online, asynchronous course is key for maximum flexibility. Without it, remote students must rely either on live scheduled class meetings/lectures or watching long recordings of class content/activities. The result is often a disconnect with the instructor and other students, isolation, and fatigue.

  21. Jan 2021
    1. The institutional window to support universal design for learning will be most open when faculty are making the transition away from remote and towards residential learning. This transition point will be an opportunity in which the best parts of the pandemic-necessitated pivot to remote learning can be preserved.

      COVID springboard

    1. But we would need to intentionally center care and well-being as a primary condition of learning and be willing to set our obsession with achievement -- gently, even if momentarily -- aside.

      post-pandemic pedagogy

  22. Dec 2020
  23. Nov 2020
    1. Online Exams & Proctoring (In Addition to Guidance Listed Above) Requiring students to turn on their camera to be watched or recorded at home during an exam poses significant privacy concerns and should not be undertaken lightly. Several proctoring services use machine learning, AI, eye-tracking, key-logging, and other technologies to detect potential cheating; these should be used only when no feasible alternatives exist. If instructors are using a proctoring service during the COVID-19 measures, they must provide explicit notice to the students before the exam. Instructors are encouraged to work with the Digital Learning Hub in the Commons and the Academic Integrity Office to consider privacy-protective options, including how to use question banks (in Canvas), that will uphold integrity and good assessment design. Proctors and instructors are strongly discouraged from requiring students to show their surroundings on camera. Computers are available in labs for students who do not have a computer to take their final exams. Finals CANNOT be held in a lab, that is, instructors cannot be present nor can students from a specific class be asked to gather there for a final. This is only for those students who need a computer to drop in and complete their exam.
    1. CALL TO ACTION BY AUDIENCE

      Should CTL staff have a "Call to Action" as well, given their influence on faculty development indirectly impacts student success? In consultation with faculty, is it appropriate to discuss teaching philosophies with questions like: "Do you feel ALL students can be successful in your classes?" "To what extent do you feel responsible for the success of ALL students in your class?" "Do you think 'success' is limited to academic progress or does it also take into account students' life events that impact their academic performance (work, dependent care, housing, transportation, health, etc.)?"

  24. Sep 2020
  25. Aug 2020
  26. Jul 2020
  27. Jun 2020
  28. May 2020