Getting Started with Blended Learning Workshop

New to blended learning? Interested in the idea of blended a course but not sure how to get started? This workshop is for you. We will focus on two questions: Why blend a course? How do I get started? Prior to the workshop, participants will be asked to review materials related to the first question, with ideas for improving learning outcomes, increasing engagement, and incorporating highly effective pedagogical practices into a course through blended learning. We will discuss these ideas in person to kick-off the workshop, and then participants will work individually and in small groups to identify pedagogical goals or challenges for their courses, brainstorm strategies for using blended learning to achieve those goals and/or address those challenges, and develop concrete, manageable next steps for getting started

Getting Started with Blended Learning Workshop

New to blended learning? Interested in the idea of blended a course but not sure how to get started? This workshop is for you. We will focus on two questions: Why blend a course? How do I get started? Prior to the workshop, participants will be asked to review materials related to the first question, with ideas for improving learning outcomes, increasing engagement, and incorporating highly effective pedagogical practices into a course through blended learning. We will discuss these ideas in person to kick-off the workshop, and then participants will work individually and in small groups to identify pedagogical goals or challenges for their courses, brainstorm strategies for using blended learning to achieve those goals and/or address those challenges, and develop concrete, manageable next steps for getting started

Post-Baccalaureate Support in Blended Learning: Using Our Experiences as Recent Graduates to Contribute to Change in Higher Education

Creating successful courses in higher education requires support from a variety of contributors with a wide range of perspectives and skill sets. In this session, two presenters will share their experience as Post-Baccalaureate Fellows. We will address the numerous opportunities for contribution as well as the unique challenges that come with occupying this necessarily ambiguous space. In the context of the Five College Consortium, the Post-Bacc position serves to give recent graduates experience in professional academic work settings, allowing us to pursue professional development opportunities, engage collaboratively with different groups of people, and contribute to the emerging fields of blended learning- from a course on media in cars to the Arabic language classroom. After briefly defining the unique nature of the position, we will address the variety of ways we interact with different constituents. First, we will discuss how we connect with faculty members and staff members on each grant-funded course development project we support. Then we will talk about how these connections that we have established and strengthened are used to identify and fill in gaps in project workflows. Next, we will delve into arguably one of the more important roles we play: creating sustainable structures so that the projects and connections we have made will remain long after our short-term grants and shorter-term positions end. As our conclusion, we’ll share some reflections on our time as Post-Baccs, particularly the ways in which the skills we are gaining from this position can be used in future positions, as well as feedback from students, faculty members, and staff members

Teaching for Diversity and Equity: Scholarship and Practice

Research has shown that factors such as race, ethnicity, and socioeconomic status can have a significant impact on a student’s ability to complete a college degree. As our classrooms become more culturally and experientially diverse, what can we as faculty do to ensure that all students have the opportunity to succeed? There is a growing body of research that identifies issues that low-income, first-generation, underrepresented minority, and international students face and describes tested strategies for helping students overcome them. Our goal in this workshop is share these findings with faculty and empower them to adapt and integrate relevant strategies into their own teaching. Specifically, our goals for this workshop are to: Inform faculty about scholarship and emerging practices relating to diversity and equity in the classroom Invite them to reflect on their current practice Provide an opportunity to develop a plan for integrating insights from scholarship into their own teaching Foster the development of learning communities for faculty interested in continuing the conversation beyond this worksho

Teaching for Diversity and Equity: Scholarship and Practice

Research has shown that factors such as race, ethnicity, and socioeconomic status can have a significant impact on a student’s ability to complete a college degree. As our classrooms become more culturally and experientially diverse, what can we as faculty do to ensure that all students have the opportunity to succeed? There is a growing body of research that identifies issues that low-income, first-generation, underrepresented minority, and international students face and describes tested strategies for helping students overcome them. Our goal in this workshop is share these findings with faculty and empower them to adapt and integrate relevant strategies into their own teaching. Specifically, our goals for this workshop are to: Inform faculty about scholarship and emerging practices relating to diversity and equity in the classroom Invite them to reflect on their current practice Provide an opportunity to develop a plan for integrating insights from scholarship into their own teaching Foster the development of learning communities for faculty interested in continuing the conversation beyond this worksho

Teaching to Increase Diversity and Equity: Scholarship and Practice

As our classrooms become more culturally and experientially diverse, what can we on our campuses do to ensure that all students have the opportunity to succeed? Many professional development opportunities aimed at helping faculty enhance their teaching practices often overlook the role of cultural competence in teaching and learning and fail to effectively integrate cultural sensitivity with high impact pedagogies. Factors such as race, ethnicity, and socioeconomic status can have a significant impact on a student’s educational experiences. There is a growing body of research that identifies such issues and describes tested strategies for helping both faculty and students overcome them. The attached .zip file contains all the materials needed to host a workshop that the authors developed through support from the AAC&U/PKAL\u27s Teaching to Increase Diversity and Equity in STEM (TIDES) initiative. The workshop is designed to enable participants to reflect on their current practices, learn about the scholarship and emerging practices relating to diversity and equity in learning, practice the application of strategies through discussion of scenarios, and develop a plan for integrating insights from the workshop into their own work

Teaching to Increase Diversity and Equity: Scholarship and Practice

As our classrooms become more culturally and experientially diverse, what can we on our campuses do to ensure that all students have the opportunity to succeed? Many professional development opportunities aimed at helping faculty enhance their teaching practices often overlook the role of cultural competence in teaching and learning and fail to effectively integrate cultural sensitivity with high impact pedagogies. Factors such as race, ethnicity, and socioeconomic status can have a significant impact on a student’s educational experiences. There is a growing body of research that identifies such issues and describes tested strategies for helping both faculty and students overcome them. The attached .zip file contains all the materials needed to host a workshop that the authors developed through support from the AAC&U/PKAL\u27s Teaching to Increase Diversity and Equity in STEM (TIDES) initiative. The workshop is designed to enable participants to reflect on their current practices, learn about the scholarship and emerging practices relating to diversity and equity in learning, practice the application of strategies through discussion of scenarios, and develop a plan for integrating insights from the workshop into their own work