The Division of Academic and Student Affairs, the Institute for Teaching and Learning and the Center for the Advancement of Instruction in Quantitative Reasoning provide an array of opportunities to support student success in first-year general education math/quantitative reasoning and written communication courses, as well as in other areas of university experience.
Face-to-face summits, webcasts and digitally supported professional learning communities connect CSU faculty, academic and student affairs professionals and national leaders in higher education.
Several events have been added to support effective teaching and equitable learning during the COVID-19 pandemic.
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As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom.
Reading and writing are core to scholarly engagement, and they can be portals into our disciplines. In this webcast, Brian Katz, Assistant Professor of Mathematics at CSU Long Beach, will discuss ways to use weekly readings and reflections to help students engage more deeply by taking a critical stance toward how learning and our disciplines work.
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We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty.
Threaded discussion boards are organized systematic learning tools that allow students to post questions anytime time and receive feedback directly from either the teachers or other students. In this session, participants will explore how threaded discussion boards can be used to increase interaction, build a community of learners, and support rich dialogue. Cherie Ichinose, Associate Professor of Mathematics at CSU Fullerton, will showcase two major types of threaded discussions: formal and informal and their uses both with high and low stakes assessments.
COVID-19 has amplified a variety of equity issues that online learners face as they complete their work. Instructors can take a series of small actions to make assignments more equitable through a combination of (a) using the Transparent Assignment Template; (b) embedding student support in the instructions; (c) asking students to make meaningful connections among the course concepts and their backgrounds, cultures and identities; and (d) allowing multiple student submission formats. Kevin Kelly, lecturer in the Equity, Leadership Studies, and Instructional Technologies at San Francisco State, and author of a forthcoming book on online education, leads this exploration of well-designed assignments.