Writing today is almost a completely online or computer aided experience. Students are composing in word processor programs as well as online in programs like Google Drive or directly in Canvas. While most of these text editors will probably have built in spelling and maybe a grammar check, a more robust dedicated editing tool can find hidden errors that are easily missed on a standard text editor, and there are many of these tools available on the web for free and for pay. I decided that maybe our students and even faculty and staff might benefit from some of these tools, so I wrote a summer project proposal to research it this summer.
My goal for a summer project is to spend some time using some of these editing tools to discover which make the best use for our students and for us. I also want to study how these programs work to discover if in fact they are accurate and how accurate they are. In addition, I’d like to research whether these tools actually benefit students by teaching them to become better writers or if they are simply a crutch. With this knowledge, I’d like to develop a plan for how best to use these programs with students so that the tools can be more of a teaching aide than a tool that makes corrections only for students. So my proposal includes academic research, activities that can enhance my professional knowledge and expertise, as well as field research to learn innovations.
I think this will be great way to spend my time this summer, so I plan to complete this project over a 4 week period during the month of June. Did any of you submit a proposal? I’m curious how you plan to spend your summer if you did.
I have to admit I’m borderline burnout, but what keeps me going these days are the people I work with on a daily basis. My inspiration comes from all of those faculty and staff who take the time to better themselves and be the best they can be and utilize the CLTE to help them with that. I can’t be a slacker around these folks. Oh no, so I’m inspired to step my game up and help provide the services they need, and it reminds me of why I’m doing this job in the first place. It’s easy to forget at times.
So the last thing I need to be doing right now is agonizing over a journal post, but I’m inspired to do so because of the 10+ posts already posted on Write6x6.com from last week. They are my inspiration to post, to share. They are my inspiration to complete a tedious FPG application for an upcoming workshop. My inspiration to schedule FMS training in the CTLE. My inspiration to send out yet another announcement about what we have to offer, knowing very few will bother to read it. But it’s that few that inspire me.
Recently I attended a district event at SCC called TechTalks. It’s a TEDTalks type of event where 8 speakers talk about their experience with using technology in their life or work environment. These talks are very inspirational, but on this particular Friday I had every legitimate excuse to not miss work and not attend. I’m so glad I didn’t give in to any one of those excuses because that’s all they are is excuses. Attending TechTalks rejuvenated me. It inspired me. It made me want to go and do ALL those things those speakers talked about. I wanted to understand data, play with virtual reality, create portfolios for my students, create OER, and even make a music video despite my lack of music and movie making skills. I was inspired. Again by my colleagues in Maricopa. I’m so glad I didn’t pass up this one of a multitude of opportunities to be inspired because what good am I to you, my colleagues, my students if I’m not inspired to do my job?
Occasionally everyone needs a good excuse for not doing certain things they’ve promised they would do. I know I have a few up my sleeve. I’ve always loved blogging. It sounds so much better than saying I love to write, which I’ll deny vehemently. Don’t tell my students. But blogging is different. I just love it. But I haven’t blogged consistently in the last two years. The time frame of my slacking off coincides with when I took over as CTLE Director at GCC, so yes, I’ll use that as my excuse. But blogging as been calling me lately. I’m feeling disconnected from the world of technology. I haven’t played with a new tech tool in a while, but I’m inspired to jump back in. I even bought some toys recently. So I’m coming back. My next posts will be about my new VR Headset and the set of Kindle Fires I purchased for the CTLE. Now what’s a girl to do with those? We’ll see. For now, I’m off to go read some blogs. I’ve got some catching up to do.
Happy 2017 – Let’s keep our heads up.
I’ve been teaching online now for 18 years. Makes me sound old, especially since so many instructors are brand new to teaching online. Well times have changed, students have changed, and the technology we use to teach online has changed too, not all for the better. What I mean by that is students have different expectations of what online learning is and most mistakenly believe online courses will be easier for them to complete. As an online instructor, this is often difficult to deal with especially if you’re set on improving retention in your courses. Over the years I’ve developed some pretty standard processes to help with this, but more so lately I’ve found that those strategies are reaching directly to the student and not necessarily the course design. However, I’ll preview a few of each in this post.
First, students need to be aware of what the expectations are for the online course up front and preferably before the course begins. This way students will have an opportunity to learn what is expected and make a wise decision to continue on or drop and add an on-ground course. As a policy for our English department online courses, we open the courses 3-7 days before the start date. We also send a welcome letter to students outlining the expectations of the course, which generally discusses expected study time each week and advice on what it takes to be successful in the online course. Here is an example letter here. I’ve had a few students opt out of the class after reading the letter and taking a look around the online course.
Another retention technique is to include an orientation in the first week of your course. The orientation will give students early on a taste of many of the kinds of tasks they will be assigned to do throughout the course. Having them experience these things early on with low stakes makes doing these tasks later on much easier. It also ensures the instructor that all students know how to do what is expected when it’s time to do them. I require students to complete the orientation within the first five days of the course in order to remain enrolled in the course. If they don’t complete it, they are dropped as a No Show and get a full refund.
The orientation includes things like Read more
Last Friday, February 19, from 8:30 am to 11:30 am, I attended a presentation/workshop with Dr. Geoff Scott from Western Sydney University. I wasn’t given much information about the presentation other than I was invited along with the other Center for Teaching & Learning Directors, Instructional Designers, and Faculty Professional Growth Directors in the district. In fact, I wasn’t really looking forward to it. Who wants to spend a Friday listening to someone talk about assessment. Not this girl. Turns out Dr. Geoff Scott, Emeritus Professor of Higher Education and Sustainability at Western Sydney University and a National Senior Teaching Fellow with the Australian Office for Learning and Teaching is on a fellowship trip visiting colleges and universities across the world. Maricopa was lucky enough to be his only community college stop. His focus was on “Powerful Assessment in Higher Education” and it was quite entertaining. Of course it helps if the presenter has a funny accent and throws out words like bloody, whackit, popo, and mucking around. For example, he told us we have to detoxify the POPOs on our campuses: The pissed on and passed over. I really got a kick out of listening to him and time flew by. Mostly because he was an excellent storyteller. His delivery of the content came alive and was very informative.
The one thing that stood out for me was a list he shared with us that came out of the research they did. They discovered what the top ranking capabilities were successful graduates. The list made me think about my own successes and how my own capabilities contribute to that success. It also made me think about my colleagues that I work with on a daily bases. It reads like a dream list to me, as not everyone is as capable in all 12 areas, but it is something to aspire too. Have a look for yourself. Where do you stack up? How successful are you in your job?
Top ranking capabilities successful graduates in 9 professions
- Being able to organize work and manage time effectively
- Wanting to produce as good a job as possible
- Being able to set and justify priorities
- Being able to remain calm under pressure or when things go wrong
- Being willing to face and learn from errors and listen openly to feedback
- Being able to identify the core issue from a mass of detail in any situation
- Being able to work with senior staff without being intimidated
- Being willing to take responsibility for projects and how they turn out
- Being able to develop and contribute politely to team-based projects
- A willingness to persevere when things are not working gout as anticipated
- The ability of empathize and work productively with people from a wide range of backgrounds
- Being able to develop and use networks of colleagues to help solve key workplace problems
I’m a busy person. We’re all busy, but being the Faculty Director of the Center for Teaching, Learning & Engagement has really challenged my perception of what is really busy. But no matter how busy I am, one thing is always constant; I always have time for professional development. I’ve participated in pretty much everything Maricopa has offered us. MIL – Done. MET – Done. MSI – Done. Sabbatical – Done. Learning Grant – Done. Multiple times. Summer Projects – Done. Diversity Infusion Program – Done. What ever dollar amount district makes available for us to travel – I spend every dollar. Every year.
Learning is my passion, as I demonstrated in my Ignite GCC talk last semester. It’s just something I can’t turn off. I want to learn new things. Every day! So I always have time for professional development. Which is why I’m so surprised that the CTLE doesn’t attract bigger crowds. Isn’t everyone like me? Doesn’t everyone live for professional development? Unfortunately, no. Faculty are busy. They’re either doing their own thing or just can’t find the time. This is unfortunate indeed because we are awesome if I have to say so myself. 🙂
The CTLE team works hard each week to combat this lack of interest in “our” professional development. We offer rewards for blogging, and then debate about the healthiness of these rewards. We throw big events like Ignite GCC and GCC’s Rockin’ New Year! We offer all the latest trends in education as workshops, and to combat the ever present comment, “I can’t make that time,” we offer the “Have it Your Way” form where faculty and staff can choose their professional development AND when it is offered. Just for you.
So this might sound like I’m about to complain, but I’m not. Yes, I would love to see every single person on this campus come through the CTLE for professional development (actually that would be quite overwhelming), but the reality of this is, that’s not going to happen, no matter what we do to get them here. And I’m okay with that because the people who do come, and who do participate and engage with us, are the most awesome people I’ve ever worked with. They make it all worthwhile knowing that we were able to help fuel their own passion for learning. So I hope you all keep coming.
I’m excited to be blogging again with my colleagues at GCC as part of the Write 6×6 Challenge. We had such success with our inaugural challenge last spring, so I was a bit nervous that no one would sign up for round 2 a year later. Luckily I will not be the only one blogging. We have 20 faculty, staff and administrators signed up! Yay! We even got the president blogging again.
In week one we are blogging about how we make a difference, although everyone is free to write about what ever. I’ve learned that most people just want to be told what to write about. Funny how faculty and others are just like our students in that regard. I tend to like to reflect on things in general and then write about what stands out the most. That’s a real challenge when you have a ton of stuff going on. Nothing tends to stand out, yet everything weighs heavy on my mind.
Sometimes I feel like I need a kick to help get me started on things, and that’s how I feel I’m making a difference at GCC. I’m providing the kick that others need to get started. We all have great ideas to either work on or share, and everyday in the CTLE we work to find ways to help faculty and staff hone those skills to develop their ideas or to just share them with others. We challenge them daily to learn new things, get involved, experiment and share where otherwise they would not feel challenged to do so or feel they don’t have the opportunity. If faculty and staff want to be challenged and want to be engaged, we’re here to make a difference.
There’s a great feature in McGraw-Hill’s Connect Composition called Power of Process. “Power of Process guides students through performance-based assessment activities that require them to apply active reading and writing strategies while demonstrating critical thinking and analysis of a reading selection with their own writing.” It’s truly a great tool for teaching students to critically read and annotate research articles for research papers. The only problem is the program only accepts doc and docx files. The way my assignment works is students do research and then upload the articles they find into the Connect Composition Power of Process assignment. The first assignment is a web search assignment, so most students find web articles, but the second assignment is a periodical database search and many of those articles are PDF files. In both cases students must turn the content they find into a Word document.
The first is easy, as student simply cut and paste the web content in a word processing program of their choice and export as a doc or docx file. Done. I don’t even have to tell them how to do that, but with the PDF files, many students are stumped. One tool that I’ve found to help with this is To ePub. To ePub allows you to convert PDF and other types of documents to a variety of ebook formats, but it also works the other way. It converts PDF to doc, docx, text, image, and png. It also allows you to combine multiple PDF files into one. It does the job.
If you find yourself in need of a Word document instead of the PDF file, check out To ePub.
It’s FEP time again. Every 3 years and 2014-2015 is my turn again. For my FEP this year I chose to use a portfolio again as means of assessment for each of the “REQUIRED,” “ELECTIVE,” and “RELATED” areas that are evaluated. My professional blog: Freshmancomp.com serves as my portfolio and links to all the relevant parts are listed below in the FEP description. Enjoy.
To complete an FEP each faculty member must engage in a self-examination of “THREE REQUIRED AREAS”:
- TEACHING (OR OTHER PRIMARY DUTIES). For example, instructional or service delivery, content expertise, classroom or program management, instruction/program design. This year as faculty director of the CTLE, I decided to focus on service delivery.
- COURSE OR PROGRAM DEVELOPMENT/REVISION. For example, a review of syllabi, tests, and course or program content, including competencies and objectives. I decided to design of a new online OER course for ENH114, African American Literature.
- GOVERNANCE AND/OR COMMITTEE PARTICIPATION AT THE COLLEGE AND/OR DISTRICT LEVELS. I serve on the eCourse Committee, Technology Alliance Committee and the CTLE Advisory Committee on campus. I serve on a district committee for OER, Maricopa Millions.
In addition to an assessment of these “3 REQUIRED AREAS” (RFP Section 18.104.22.168.) , “AT LEAST TWO ELECTED AREAS” (RFP Section 22.214.171.124.), and other “RELATED AREAS” (REP Section 126.96.36.199.) may also be selected by the faculty member to review, in order to bring into better focus their full professional involvements at the college or within the District. Examples include program coordination, research projects, department/division chair responsibilities, student activities-advising/mentoring, professional involvement in the community, professional growth, involvement/projects, professional interaction with colleagues, etc.
- AT LEAST TWO ELECTED AREAS:
- RELATED AREAS:
As a means of designing an FEP that is flexible enough to respect the broad diversity of the faculty role, a faculty member developing and implementing the plan should select ways of examining his/her performance that will most effectively describe his/her: current performance, future goals and actions needed to achieve them, accomplishments in the professional areas to be examined, etc. These may include different means of assessment for each of the“REQUIRED,” “ELECTIVE,” and “RELATED” areas that are evaluated. Examples of different means include checklists, observations, student evaluation instruments (which can be customized), student skill inventories, video assessments, portfolios, written summaries, conferences, etc.