CELT Programs CUW and CUAA – Summer 2021

Beg, Borrow or Steal – Why Plagiarism Matters to Students and Faculty

Monday July 19, 5:30 – 7:30 pm Central/5:30 – 8:30 pm Eastern via Zoom

Brought to you by the CELT

During this session we will discuss the common types of plagiarism, and share strategies and activities to help students understand and avoid plagiarism. We will also share best practices for talking to students about plagiarism, discuss the university reporting process and share related resources. Joining the session includes Elizabeth Polzin, Assistant Vice President of Academics Student Success; Elaine Gustafson, Instruction Reference and Research Support Librarian; and other guests.

Two Faculty Development Programs offered during Summer, 2021.

These sessions are required for full and part-time faculty who did not attend the Course Design and Pedagogy session or the Blackboard for Effective Course Delivery session offered during Summer 2020. Faculty who did attend these sessions in Summer 2020 are welcome, but not required to attend.

Both session are 90 minutes and offered via Zoom.

Introduction to Four Instructional Methods at CUWAA

Beginning Spring 2020, Concordia modified course development and instruction to meet the challenges presented by the pandemic. We utilized a variety of instructional delivery methods during the last year. In this session, we will build upon what we learned during COVID to remain resilient, flexible, and prepared for the future.

This session is an overview of four instructional methods used at CUWAA: 100% Virtual, Polysynchronous, Face-to-Face with Occasional Zoom, and Online Asynchronous teaching. The session will focus on how you can most effectively plan and deliver your course in any of these four methods. The goal is to share best practices and resources for teaching and for communication with students. This session is required for full and part-time faculty who did not attend the Course Design and Pedagogy session offered during Summer 2020. Faculty who did attend the session in Summer 2020 are welcome, but not required to attend.

Registration is required for this event. Register for one of the sessions below (each registration link is specific to the session date):

  • Wednesday June 16, 11:00 am – 12:30 pm Central/Noon – 1:30 pm Eastern
  • Thursday July 22, Noon – 1:30 pm Central/1:00 – 2:30 pm Eastern
  • Monday August 9, 9:00 – 10:30 am Central/10:00 – 11:30 am Eastern

After submitting your registration, you will receive a registration confirmation, the Zoom meeting link, and the option to add this event to your calendar.

Blackboard for Effective Course Delivery 2021

The focus of this session is using your Blackboard course site as a tool for organizing course content and communicating with students. Topics include faculty expectations for Blackboard, including using assignment “drop boxes” for all students to submit their assignments, using the Content area effectively, and more. We will highlight important features of the Grade Center, share a sample Blackboard course template, explain how to avoid hitting the course size maximum, and provide an effective course review checklist. This session is required for full and part-time faculty who did not attend the Blackboard for Effective Course Design session offered during Summer 2020. Faculty who did attend the session in Summer 2020 are welcome, but not required to attend.

Registration is required for this event. Register for one of the sessions below (each registration link is specific to the session date):

  • Wednesday June 16, 2:00 – 3:30 pm Central/3:00 – 4:30 pm Eastern
  • Thursday July 22, 9:00 – 10:30 am Central/10:00 – 11:30 am Eastern
  • Monday August 9, Noon – 1:30 pm Central/1:00 – 2:30 pm Eastern

After submitting your registration, you will receive a registration confirmation, the Zoom meeting link, and the option to add this event to your calendar.

Blackboard for Effective Course Delivery – Fall 2021

Below is the session recording and other resources from this session offered several times during Summer, 2021.

Recording (with captions)

PowerPoint

Resources

  • Four Foundational Videos to Set Up Your Course in Blackboard – For faculty who design their own individual Blackboard course (no master course template)
    Link to video. Topics included:

 

2020-2021 Academic Program Assessment Reporting

Instructions for 2020-2021 Academic Program Assessment Reporting

This year the Assessment Report will be in two parts, both available as online submissions. Guidance for these forms is provided below.

Part 1:  2020-2021: Program Assessment Report Part 1 – Narrative
Part 2:  2020-2021: GLO #4 Critical Thinking Data Collection, Conclusions, Improvements, Impact  

There are other options if you haven’t yet been able to collect and work with GLO #4 Critical Thinking data this year. Part 2 Data Collection, Conclusions, Improvements, Impact forms for GLO#1 Christian Faith (first choice) and GLO #5 Communicative Fluency are available for data you worked with that measures student learning for 2020-2021.

A representative of every undergraduate major, stand-alone certificate and graduate/professional program for each campus should be able to complete Part 1 by June 30, 2020 and Part 2 as soon thereafter as you have completed your assessment work for 2020-2021, hopefully no later than August 15, 2021.

Please submit at least one of these Part 2 Assessment Reports this year, more than one if you wish and have those data. If you are a new program and don’t yet have students, please submit only Part 1.

If your assessment activities and data collection tools are identical across both campuses, you can complete one Part 1, but data must be reported separately for Ann Arbor, so there should be two Part 2 reports with Mequon and Ann Arbor data submitted separately.

Guidance for Part 1: This online narrative form asks for information in several areas…

  • program assessment and curriculum development activities during 2020-2021
  • upload your Curriculum Map as of the end of the year, that
  • lists all of your Program Learning Outcomes (PLOs),
  • shows Program Learning Outcome alignments to the GLOs,
  • indicates where each PLO is introduced and developed in courses, and assessed at the summative [exit] level for completing students. If entry level assessments are planned, please indicate those as well (those are optional).
  • http://celt.cuw.edu/curriculum-map-example/

An overview and Word replica of Part 1 online narrative form is available  Part 1 Assessment Report 2020-2021 Overview and Walkthrough

Guidance for Part 2: Complete Part 2 after you have collected, analyzed and made conclusions about GLO #4  data for 2020-2021 compared to how you hoped students would perform, and made recommendations for changes to improve student learning if needed.

2020-2021 GLO #4 Critical Thinking Data Collection, Conclusions, Improvements, Impact

This form includes a section for entry-level assignments (if you have one) and a section for exit-level assignments including the type of assignment, the category of GLO #4, the actual data based on the University Common Scale (how many students were in each of these: Significantly Below Expectations; Below Expectations; Meets Expectations; Exceeds Expectations; Significantly Exceeds Expectations), your conclusions about this data- did this meet  your expectations for student performance? your program recommendations for changes, and the impact of any changes you made previously.

There are other Part 2 Data Collection, Conclusions, Improvements, Impact forms. You could submit  GLO#1 Christian Faith data you worked with this year, if you don’t have #4 Critical Thinking data, conclusions and recommendations for this year. GLO #5 Communicative Fluency could also be addressed if you worked with that data this year and did not complete either GLO #4 or GLO #1 data.

If you had students, please submit at least one of these Part 2 of the Assessment Reports this year, more than one if you wish and have those data. Data for the Ann Arbor campus must be reported separately from Mequon or Center data using this form.  Each program should submit separately

An overview and Word replica of Part 2 online form for GLO #4 is available here Part 2 Assessment Report 2020-2021 GLO#4 Overview and Walkthrough

An overview and Word replica of Part 2 online form for GLO #1 is available here Part 2 Assessment Report 2020-2021 GLO#1 Overview and Walkthrough

 

If you have questions or problems with the forms, or have other data to report, please contact Elizabeth Evans at elizabeth.evans@cuw.edu or 262 243 4283.

Faculty Scholarship Week Events

Here are the recordings and resources used at the sessions of these events:

Monday – 4/19/2021 – Presentations from Michael Oldani, Uvi Castillo, Tzvia Springer, and Terry-Elinor Reid

Wednesday – 4/21/2021 – Posters from Jennifer Bueby, Christopher Cunningham, Sarah Collins, Lisa Adams-Qualls, Nicole Ostrowski, Sara Koeferl, Amy Lindgren, Tracey Tuffey, and Rachel Pickett

Thursday – 4/22/2021 – Presentations from Steve Taylor and Linda Hensel

Friday – 4/23/2021 – Presentations from Stacy Stolzman, Sandy Slater, Natalie Ross, Rachele Arnoldussen, Beth Buckley, Pollyanna Kabara, Katrina Serwe, and Cindy Witte

2021-2022 Concordia Intramural Teaching Grant (CITG)

The Concordia Intramural Teaching Grant (CITG) is available to full-time faculty of Concordia University teaching a course in 2021-2022 incorporating a planned innovation which improves student learning.

Of special interest this year, projects that involve the following will be prioritized

  1. Identifying, implementing and evaluating an instructional model that facilitates mixing of traditional and post-traditional students
  2. Identifying, implementing and evaluating a pedagogical approach that serves diverse students
  3. Developing a writing intensive course in connection with Writing Across the Curriculum

The grant can be applied to team teaching a course for the amount of the additional faculty pay at the adjunct rate.

Faculty are encouraged to consider developing a Scholarship of Teaching and Learning (SoTL) project connected to the innovation implemented.

Please review the application instructions and policies document and develop your grant proposal in a word document. The application cover and signature page must be completed and signed electronically and then submitted with the word document by June 15 to elizabeth.evans@cuw.edu

Please contact elizabeth.evans@cuw.edu or Erin.Laverick@cuaa.edu with your questions.

CITG Part 1 of 2: 2021-2022 Application Instructions, Policies due June 15, 2021
CITG Part 2 of 2: Electronic Application Cover and Signature Page