Faculty Partial Secondments Posted on May 27, 2022 at 2:32 pm. The CTL is looking for faculty to join our team to support the development of educational resources and professional development for our educator community. These positions are limited semester secondments, for a set number of hours each week. Content developer and course facilitator College Teaching Certificate (CTC) – EDUC 1103: Equity, Diversity and Inclusion in Teaching and Learning Secondment term: Winter 2023, Spring 2023, & Fall 2023 OR Fall 2022, Winter 2023, & Fall 2023 Hours per week: 4 Working in collaboration with the existing developer and the manager, Educational Development, the content developer and course facilitator will research and develop a thoughtful curriculum for faculty participants that focuses on EDI related challenges and initiatives at DC, and their impact and purpose in teaching and learning. This individual will be responsible for creating a robust and interactive online component in DC Connect and active learning lessons for face-to-face classes. Resource developer Student Feedback Questionnaire (SFQ) educator supports Secondment term: Fall 2022 & Winter 2023 Hours per week: 2 Working in collaboration with the Educational Development and eLearning teams, the resource developer will identify areas in the SFQ that may yield results for which faculty may seek support in improving feedback. This individual will develop a robust set of resources for faculty to self-access that will provide recommendations, options and tools to support reflection on and revision of instructional practices. Resource developer Flexible delivery educator resources Secondment term: Fall 2022 & Winter 2023 Hours per week: 2 Working in collaboration with the Instructional Design Consultant, Educational Development manager, and eLearning team, the resource developer will evaluate existing Flexible Delivery resources, identify gaps, and create resources to address these gaps. The overall aim of this secondment is to support faculty in teaching in this unique delivery mode. Interested? If you are interested in one of these opportunities, please speak with your Executive Dean/Associate Dean and indicate your interest on this brief form. Faculty Spotlight / Jan Herington Posted on April 27, 2022 at 12:10 pm. Facilitator / Centre for Professional and Part-Time Learning Skip to specific questions in the video referring to the timestamps below: 0:04 How do you get your students engaged in their learning asynchronously? 5:34 How have you encouraged a sense of community within your asynchronous classroom? What lessons have you learned? 13:49 How does technology come into play in your classroom while being remote? What have you had to adapt that has worked better than you thought it might? 18:26 What advice do you have for other professors or facilitators? INTERVIEW HIGHLIGHTS How do you get your students engaged in their learning asynchronously? Be engaged as an instructor: “The facilitator needs to be actually seen … I do a video note every single solitary week.” “I encourage them to take risks. This is the time that you can risk. It's a relatively safe environment. Get out of your comfort zone, stretch yourself.” Give feedback on areas they can improve and why and where they’re progressing. Create engaging content: “Get it as interactive as we absolutely can. So there's an interactive, there's quizzes, fun quizzes, not necessarily just for marks. There's opportunities to build through different technologies.” Using interactives allows us to reinforce the message and the content that we're trying to get across to students. Using videos that are short and to the point, targeted to the learning outcome that you want along with practice activities. Create engaging real-world activities: "You as a facilitator are the conduit between education and the workplace. And so I think that's really, really important to build on and make sure that it's a very conscious effort on your part to say, you know what we're learning this today, but this is how it gets applied out there in the real world." How have you encouraged a sense of community or connection within your asynchronous classroom? What lessons have you learnt in building an online community in your class? “Praise students in public, usually in in the collective way.” Use the video note feature – it's where you can connect with your students. Try to respond the same day and get marks in as soon as possible. Consider having discussion participation mandatory with rubric expectations, having discussions on a topic where there could be different experiences makes a richer conversation. How does technology come into play in your classroom being remote? What have you had to adapt that has worked better than you thought it might? Using Video Note, Flipgrid, Padlet, or H5P Interactive Quizzes “There are a lot of things that I continually learn. I'm like a sponge. I'm trying to learn all sorts of new technologies that I can use in this asynchronous learning environment.” Intelligent Agents - “I've had some great feedback around [this tool] you can send out email blasts to all of your class or maybe a day or two before the assignment.” Again, keeping the content relevant and interactive is really important and there's lots of technology." What advice do you have for other professors? Be creative and be intentional to create a community and be visible! “I really believe that it is the onus is on us as facilitators, as professors to really be that conduit, to be that bridge between the students, education, and how that's going to apply and serve them in their work community...Sometimes students are not aware of the simplest things that that we are a sharing with them in terms of content and how that really applies to their work life, their personal life, and you know their community life." "I leave them with the message that they matter, that they're that they're important, that they add value to their peers, to me, to their friends, their family, their community. And that they're special and that they have a lot to offer and they're going to make change and I think that's what lots of them really want to do. They want to make an impression. They want to make some change. They want to, they want to matter, and that's what I try and share with them." External Professional Development Opportunities / May 2022 Posted on April 26, 2022 at 3:01 pm. eCampusOntario VLS Collection Open House When: May 2 – 6, 2022 Throughout 2021 and 2022 PSI have been working on Virtual Learning Strategy funded projects. Now these, over 450 projects, will be available in the Open Library catalogue for all PSI to use. In this Open House they will demonstrate how to access these valuable resources. For more information and to register, please visit: eCampusOntario VLS Collection Open House Decolonization, Indigenization and Reconciliation CoP Ontario Tech University’s Teaching and Learning Centre has organized a community of practice (CoP) related to Indigenization and decolonization, and you are invited as a member of the Durham College community! The broad goals of the CoP are to: Generate ideas, seek feedback, and share stories about Indigenizing and decolonizing content, instructional approaches, and interactions; Identify, develop, or experiment with strategies and resources that support Indigenous students and/or the inclusion of Indigenous pedagogies and content for all students; And most importantly, to develop a collaborative, supportive, and flexible group interested in Indigenization and decolonization. The CoP meets monthly – on various days and times – to share learning with guest speakers, members of the community that are doing the work of Indigenization and decolonization, and each other. If you are interested in joining, please visit: Community of Practice – Indigenization & Decolonization Watch your email for further information once you have enrolled. If you have any questions, please reach out to Amanda Maknyik. Future of Learning Virtual Conference / Redefining Learning and Education in a Digital Age When: May 24 – 26, 2022 Ontario Tech University is back with their annual Future of Learning Virtual Conference. This year’s theme is Redefining Learning and Education in a Digital Age. For more information and to register for this free, 3-day conference, please visit: Redefining Learning and Education in a Digital Age Quality Assurance / May 2022 Posted on April 26, 2022 at 2:56 pm. Program Curriculum Visualizations & Survey As program teams review curriculum and complete APRs, a reminder that 2021-22 Program Curriculum Visualizations are available to deans and program coordinators on the CTL Academic Quality Assurance ICE page. These Tableau visualizations offer program teams evidence-based data (based on 2021-2022 WebCOT data) to support regular discussions regarding the accuracy and validity of current curriculum elements. These data driven discussions inform the continuous improvement of program curriculum and annual program review processes. *New this year: Visualizations including Bloom’s Taxonomy Cognitive Domain mapped to program and course learning outcomes. Questions regarding the visualizations? Please contact: daias.jose@durhamcollege.ca We want to hear from you regarding the program curriculum visualizations! Please complete the survey Annual Program Reviews (APR) Due Date Reminder A reminder for program coordinators that Annual Program Review (APR) reports and action plans are due June 15, 2022. The current APR report template is available on ICE. APR App Phased Implementation The CTL QA Team is pleased to launch this spring the first phase of the Annual Program Review (APR) App with the schools of BITM and JES. The QA Team is in the process of digitizing many of our quality assurance reports and we’re excited to be launching the second App using MS Power Apps. We developed, tested and piloted the APR App last year working with representatives throughout the college who were very supportive with their positive feedback and encouraged a phased launch of the App. It is expected that the APR App will continue to be implemented with additional schools in spring 2023. Student Academic Learning Services (SALS) / May 2022 Posted on April 26, 2022 at 2:51 pm. Faculty can refer students to SALS for academic support, to increase their level of success in your class and prepare them for upcoming assessments. Referral forms, and other SALS resources, can be found on ICE (Teams –> Academic –> Student Academic Learning Services –> Resources for Staff and Faculty) or you can email sals@durhamcollege.ca to request a copy. The SALS Learning Skills Advisors/Coaches, and the reading, writing and ESL Specialists, can provide: Subject support & course specific tutorials Learning & study strategies Academic integrity education & remediation Academic reading support Writing support, including proper citation practices (MLA & APA) ESL support, including English language practice SALS staff can also join your class to present any of our workshops directly to your students or provide an orientation to SALS services. To schedule your session, please email sals@durhamcollege.ca. Academic Success Toolkit Launch NOW LIVE! SALS has curated a selection of resources that offer foundational academic support for students transitioning into post-secondary education at Durham College. Resources range from study strategies to subject specific resources to supports for academic reading and writing, as well as for mature students and ESL learners. This toolkit can be found on MyDC, under Learning Resources or you can use this direct link: Academic Success Toolkit If you have an idea for a resource to add that will support learning in first year, first semester students, please email sals@durhamcollege.ca. eLearning / May 2022 Posted on April 26, 2022 at 2:12 pm. What’s New Returning to the CTL / Tanya Wakelin Tanya Wakelin, manager, eLearning, has returned to the CTL from parental leave. She is excited for the 2022-23 academic year and is here to support your program team needs for DC Connect, educational technology and multimedia. She is looking forward to sharing some new resources and tools in the near future! Keep an eye out! edTech Updates microsoft teams / Recording Expiration Dates MS Teams video recordings are now automatically stored for 150 days which allows students more than a semester to review recordings. You can edit the expiration date to be shorter, or remove it so that the video is not deleted after 150 days. To learn more, please view this resource: Expiration Dates on Teams Recordings [PDF] Now in DC Connect Faculty Collaboration using the updated sandbox management tool In a new release of the DC Sandbox Management Tool widget, faculty now have the ability to add their peers to their sandboxes for the purposes of collaboration or sharing course materials. Faculty can add peers in the role of “Instructor”, which allows them full access to the course including edit privileges; or in the role of “Content Copier”, which allows them to only copy materials out to their own courses, not make edits. For detailed instructions, please view this resource: Sandbox Management Resource [PDF] easy access to zoom Can’t remember the login link for Zoom? Faculty can now launch zoom from the Links & Resources in DC Connect menu. add the dc land acknowledgement to your courses One of the ways DC encourages our campus to acknowledge the shared historical relationship between Indigenous people and settlers of Canada is through the delivery of Land Acknowledgements. To support this, DC’s institutional Land Acknowledgement is now featured in every new Sandbox in DC Connect. For those with existing courses, the Land Acknowledgement is also available from the Select a Document template menu within the HTML editor. To develop personalized Land Acknowledgements, faculty are encouraged to use the resources available on the FPIC website. Teaching and Learning / May 2022 Posted on April 26, 2022 at 2:04 pm. Collaborative Classroom Observation & Feedback Sometimes we just want to know what we are doing well and what we can do better to guide our students through learning. Maybe the results we receive on SFQs are not what we expect or hope for. Perhaps we just need to know if we are using technology in the best way to engage students. We can help! CTL is launching a Collaborative Classroom Observation & Feedback program to provide faculty with support in continuous improvement of instructional practice. This opportunity will allow a faculty to invite a teaching and learning specialist from CTL to be a passive observer in their class on one or more occasions. The faculty and specialist then meet to discuss successes and potential recommendations for instructional growth and develop strategies for implementation. For more information, please contact: ctl@durhamcollege.ca SoTL / Call for Proposals A reminder that proposals for SoTL-based research projects for the 2022-2023 academic year are now being accepted. SoTL involves purposeful research into student learning with the intent of improving deep and durable learning, while contributing to the body of knowledge about student learning. Detailed information about #SoTL_DC and proposal guidelines/application form can be found on the CTL SoTL website. IMPORTANT DATES Proposal Q&A sessions / Monday, May 9, 2022 at 12 p.m. and Tuesday, May 24, 2022 at 12 p.m. To register for a session, please visit the CTL Event Calendar. SoTL proposal submission deadline / Monday, May 30, 2022 at 12 p.m. For more information or to submit your proposal, please email: sotl@durhamcollege.ca Please note: The lead researcher (Applicant) must be full-time, non-probationary faculty; however, project teams may comprise both full-time and part-time faculty, and include support staff. April Faculty Spotlight – Clayton Rhodes Posted on April 1, 2022 at 9:10 am. Clayton Rhodes, a professor in the School of Interdisciplinary Studies, discusses his journey into teaching at Durham College as well as his approach to teaching and learning. Take a few moments and listen to the CTL’s interview with Clayton Rhodes. Virtual Learning Strategy Showcase Posted on April 1, 2022 at 9:09 am. Throughout the past year, the CTL and DC faculty have been working on seven Virtual Learning Strategy Projects for eCampusOntario. The video below provides a sneak peek of each project. Durham College Instances of the VLS Projects: Fluid Power – Access this simulation here Metrology – Access this simulation here Write It Again – Access this OER here Rethinking Assessment for Online Learning – Access this short course here Indigenous Histories and Reconciliation – Access this course through the DC Connect Manually Managed Term Case Management Simulator: Construction Management – Durham College instance COMING SOON! Health Technology Management Practice Course – Durham College instance COMING SOON! Feel free to contact ctl@durhamcollege.ca if you have any questions regarding these VLS projects. For a complete list of the other projects that have been funded through the VLS visit the eCampusOntario Virtual Learning Strategy 1 website and search their MS Power BI database. March Faculty Spotlight – Christine Hand Posted on February 28, 2022 at 3:01 pm. Christine Hand / Professor in the School of Science & Engineering Technology After completing her PhD in Chemistry at the University of Waterloo and post-doctoral work with the National Research Council, Christine Hand became a Field Chemistry Specialist for the Canadian branch of the one of the world’s leading analytical instrument manufacturers. She travelled all over Ontario and Western Canada helping scientists solve analytical chemistry challenges using chromatography, and training them on new technologies. After her adventures, Christine decided to look for a position closer to home where she could focus on teaching and training – the parts of her job she was most passionate about. The first day Christine started searching, she found a faculty posting at Durham College. She applied and “despite delivering my teaching demo from my laptop screen in a blackout with everyone using their cell phones as flashlights to take notes, I was hired. Seven years later, I now teach Analytical Instrumentation and Chromatography courses across six programs in Science and Engineering Technology and am the Coordinator for the Biotechnology – Advanced and Pharmaceutical Sciences programs”. Analytical instruments are tools to solve problems and discover information. In her previous role Christine has seen these tools do incredible things: “we can detect one billionth of a gram per litre (ng/L) concentrations, determine the correct dosage of immunosuppressants for a transplant patient, and quantitate 80 pesticide residues simultaneously to ensure our orange juice is safe to drink.” Christine connects the theory and practical details of this technique to the jobs that students will secure and questions they will need to answer: Is the drinking water safe? Can we release this product for sale? Is the manufacturing process proceeding? Is this pharmaceutical safe for human consumption? Kahoot and Padlet Logos During lecture Christine uses analogies to connect concepts to everyday life and tries to inject each lecture with a little humour. She integrates active learning through board work and in class questions or worksheets, and uses technology tools such as Kahoot, Padlet, and crossword generators for brainstorming, and formative assessments. Christine finds sharing some details about her own life and challenges in school create a safe space for sharing. She encourages questions in and after class as well as working in small groups for formative assessments. Christine states that “because my courses are core knowledge, not program specific I make a point of demonstrating how the techniques apply to the students’ individual programs. I name drop other professors from their programs in examples and discuss what the students are doing in their other courses to connect to ‘their’ world”. Phet logo In her online synchronous lectures, she leverages the various functionalities in Zoom. Christine used the screen annotation feature in Zoom heavily to emphasize points and keep everyone focused on the same aspects of the slides – the student feedback was very positive. to promote active learning, Christine states, “we used various features of Kahoot and Padlet, as well as breakout rooms for discussion. I found students needed more supplemental information when remote, compared to when in lecture therefore, I expanded my use of DC Connect to provide embedded videos, such as those from the Journal of Virtual Education, and other supplemental resources such as simulations from Phet (https://phet.colorado.edu/, physics, chemistry, math, earth science, biology). To support the students with math, I would make screen capture videos where I worked out math problems with narration using One Note and my iPad and post them through DC Connect.” Christine promotes interaction with students using chat to answer and ask questions. She was surprised at how the students used the chat – they would ask and answer questions and support each other in the chat during the lecture. She made a point of keeping an eye on the chat function during the lecture to respond to questions in real time, which students appreciated. Beyond the occasional joke, they rarely used it to be off topic. What advice would you offer other professors? Be positive, honest, and consistently professional. When things go wrong, I find students to be very understanding so long as you are honest with them and in return, they will be honest back with you when things go wrong for them. Being consistent in how you treat everyone and how you apply rules and policies is not always easy, but students appreciate it. I am proud when students say that I am tough, but fair « 1 2 3 4 5 6 7 8 … 13 »
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