This Summer Peer Learning Community is focused on helping faculty practice their online discussion moderating skills. Co-facilitated by Dan Melzer, University Writing & Reading Coordinator, and Carolyn Gibbs, ATCS Fellow and eAcademy Facilitator, the community is aimed specifically at new or relatively new faculty facilitators of online discussions. For the majority of the time faculty in this community will focus on practicing and improving their moderating/facilitation skills using their fellow faculty colleagues as peer coaches. There will be two required face-to-face sessions—in late May and early September.

For more information and the application:

2013 Summer Peer Learning Community Application

2013 Summer Peer Learning Community Flyer

Call for applicants for the 2013 Center for Teaching and Learning (CTL) Faculty Associate Position.

1. Who reviews the applications? Applications are reviewed by a committee of 8 Teaching Institute Committee members.
2. Applications are reviewed using the rubric below.  Taking into account the priority ranking and the rubric scores, committee consensus is used to arrive at a final participant list. Applications are reviewed using the rubric below and using the priority ranking committee consensus is used to arrive at a final participant list.
3. Do you have to be a tenured or tenure track faculty to be selected? No, although priority is given to tenure and tenure track faculty, part time lecturers have been participants in past summer institutes.

2012 Teaching Institute Applicant Selection Rubric

Applicants were selected based on the following criteria:

1. Need for professional development opportunity
2. Expressed interest and motivation to engage in course revision based on current and emerging technology
3. Ability and commitment to participate in all Summer Teaching Institute activities

Priority ranking:

1. New Tenure track Faculty
2. Tenure track faculty
3. Part time faculty or Lecturer with 3 year contracts and FERP faculty
4. Part time faculty or Lecturer without 3 year contracts but with contract to teach next semester
5. Graduate students or auditors (may attend as a guest but not eligible for an iPad unless supported by external grant)

Faculty are invited to a Brown Bag on “Teaching the One Book,” on Tuesday, April 16, 2013 at noon in the CTL conference room.

Please check back in 2014 for an application to the Summer 2014 Teaching Institute

May 28, 29, 30, 31, 2013 

Theme: Course Redesign “The 21^st Century Professor”

Who should come:

• Faculty interested improving student learning
• Instructors who want to redesign a specific course
• Faculty interested in piloting new technology
• Full-time and part-time Sacramento State University faculty

What are the benefits of attending:

• Participate in and practice research based teaching and learning strategies
• Learn about topics such as: online and hybrid learning • electronic books • mobile learning devices • high impact practices • effective writing assignments • learning assessment •team based learning
• Receive instruction, mentoring and technical support in integrating emerging technologyinto your course
• Receive an iPad if you complete all Institute commitments

What are you committing to do:

• Redesign a course using effective teaching strategies
• Experiment with learning technology in your redesigned course
• Attend Summer Institute: May 28, 29, 30, and 31, 9 am – 3 pm
• Attend two follow up days:
  • Workshop Day: Wednesday January 22, 2014  9am – 12 noon
  • Showcase Day: Friday March 7, 2014  12:00 noon -1:30 pm
• Provide a poster illustrating your course redesign project
• Survey students in redesigned course and provide data to help us understand the impact of this institute on student learning.

How to Apply:

• Paper application available on demand at the Center for Teaching and Learning, Library 4026
• Electronic application available here! (Application Period is Closed!)
• Application due: 5 pm Monday March 18, 2013 to CTL, Library 4026

What are FLCs?

FLCs are peer lead groups of faculty (8-12) that engage in an active, collaborative, and supportive, year–long program with curriculum focused on a particular topic, problem or question. The goal of the FLC is to develop skills, knowledge, and expertise in the area of interest by creating a focused time and space apart from the daily work environment. The products of these FLCs will enable faculty to produce, collect, and evaluate evidence of student learning or secure funding for scholarly or creative projects.

What are the topics for the 2013 FLCs?

• Using Massive Online Open Courses (MOOCs) to “Flip” your classroom: Participants will explore various MOOC tools and experiment with ways these tools can be used to improve student learning.  The “flipped classroom” model will be explored as a modality for utilizing the MOOC experience. Faculty will complete (as a student) a MOOC course of their choosing and create a portfolio of “flipped” classroom lessons that could be used in face-to-face, hybrid, blended, or online courses. MOOC courses are offered over a wide variety of disciplines and time frames. For more information on MOOC courses you can go to the following resources:

 • University Level Assessment of Critical Thinking: Participants will design and implement a pilot assessment project to examine student evidence of critical thinking. Working in a team, faculty will align critical thinking student learning objectives to the University’s Baccalaureate Learning Goals.  Faculty will collect, assess, and analyze student work that provides evidence of achieving critical thinking learning outcomes across programs, rather than within a specific course or program.  Faculty will also explore the use and adaptation of the Association of American Colleges and Universities’ (AACU) value rubrics to evaluate critical thinking.  These rubrics can be found at:

What are the participation requirements?

• Full time or Part time Sacramento State employment, January – December 2013
• Commitment to attend all FLC meetings and submit specified deliverables by deadlines

What are the benefits of participation?

• Technical and administrative support for production of deliverables
• $625 Professional Development Funds awarded upon submission of FLC deliverables

For more information and to apply please download, fill and return the following applications. (Doc, PDF)

A full description of Meeting agendas, FLC syllabus, and deliverables will be available on the CTL website at http://ctl.csus.edu/?cat=20

Reviewer applications are now available (MS WORD)

As part of this FLC, eight (8) faculty will study the course design principles and methods promoted by experts in Problem-Based Learning (PBL), Case Method Teaching (CMT), & Team-Based Learning (TBL). Each participant will then identify relevant analytical processes for a course to be taught spring semester 2013, and design PBL, CMT &/or TLB assignments to guide students in applying those processes. Participants will also design a critical thinking pre- & post-test to assess student progress in applying the targeted analytical process.

Participation Requirements/Benefits:

• Full or Part time Sacramento State employment between September 2012 – May 2013
• Commitment to attend 10 scheduled FLC meetings and submit all specified deliverables before by deadlines
• $600 in Professional Development Funds awarded upon submission of FLC deliverables
• The opportunity to reflect about and refine your teaching in the company of committed colleagues with similar pedagogical interests

For more information and to apply please download, fill and return the following application.

What are FLCs?

FLCs are peer lead groups of faculty (8-12) that engage in an active, collaborative, and supportive, year–long program with curriculum focused on a particular topic, problem or question. The goal of the FLC is to develop skills, knowledge, and expertise in the area of interest by creating a focused time and space apart from the daily work environment. The products of these FLCs will enable faculty to produce, collect, and evaluate evidence of student learning or secure funding for scholarly or creative projects.

CHEMISTRY STEM Gateway FLC: A two semester program. Participants will use action research to examine student learning and content sequencing to inform curricular revision. Collaboratively an action research question will be framed and data will be gathered to inform the question. There will be a focus on the implementation of Peer Assisted Learning, Early Intervention, and Commit to Study Programs. Participants will analyze and present findings for the purpose of departmental curricular revision.

MATH STEM Gateway FLC: A one semester program. Participants will focus on the implementation of Peer Assisted Learning, Early Intervention, and Commit to Study Programs. Action research will be used by the participants to examine student learning for the purpose of course revision.

The STEM FLC’s will be conducted over the Academic Year 2012/12013.

CHEMISTRY STEM FLC meets 8 times over the academic year (4 meetings per semester) (see CHEMISTRY STEM FLC syllabi)

MATH STEM FLC meets 4 times over the semester (MATH STEM FLC will be offered Fall 2012 and Spring 2013) (see MATH STEM FLC syllabi)

Download the Spring 2012 FLC Application for Math/Chemistry  (Deadline Friday August 31st.)