Center for Excellence in Teaching and Learning

Elliott Hall, Room 200A
275 Varner Drive
Rochester, Michigan 48309-4485
(location map)
(248) 370-2751
cetl@oakland.edu

Virtual Faculty Development

We offer video recordings of CETL workshops to accommodate faculty unable to attend the on-campus workshops (usually scheduled during the week, 12:00-1:30 p.m.).

Recorded
Workshops

We offer video recordings of our workshops to accommodate faculty unable to attend the on-campus workshops (usually scheduled during the week, 12:00-1:30 p.m.). For more workshop recordings, the OU community can visit our  CETL Workshop Recordings eSpace. For visitors beyond OU, contact Judy Ableser.

WINTER 2018

STEM and Education: Community Partnerships
(3/28/18, 70 min.)
View the recording here.
Using active examples from OU faculty members, participants will:
  • Discuss how to develop multidisciplinary partnerships and projects
  • Share strategies for establishing connections in the community

This workshop is facilitated by Leanne DeVreugd, Tom Raffel and Anica Bowe.


LEAP: Liberal Education and America's Promise
(3/20/18, 72 min.)
View the recording here.
In this workshop:
  • Outline what LEAP is and how it relates to our General Education Program
  • Review LEAP principles and practices
  • Discuss ways in which we can embed LEAP into our OU courses and curriculum

This workshop is facilitated by Krista Malley.


Stereotype Threat and Student Learning
(3/14/18, 99 min.)
View the recording here.
In this workshop:
  • Explain the concept of "stereotype threat" and the science behind it
  • Discuss why underrepresented students might underperform in learning and testing situations
  • Identify teaching strategies that can create stereotype threat, and those that have been proved to redress it

This workshop is facilitated by Chief Mark Gordon.


Scientific Practices/Applications for Transforming Undergraduate STEM Education
(3/8/18, 88 min.)
View the recording here.
In this workshop:
  • Review scientific evidence-based pedagogical approaches for interactive STEM classroom education
  • Describe transformative STEM education to enhance student competitiveness in the job market
  • Discuss active teaching, engagement and assessment methods to promote participation and maximize learning outcomes

This workshop is facilitated by Shailesh Lal, Luis Villa Diaz, G. Rasul Chaudhry, and Randal Westrick.


The Active Shooter on Campus
(3/7/18, 82 min.)
View the recording here.
In this workshop:
  • Recognize an active shooter situation
  • Respond based on proximity and urgency
  • Communicate with authorities

This workshop is facilitated by Chief Mark Gordon.


Disability Support Services and Mental Health
(2/28/18, 88 min.)
View the recording here.
In this workshop:
  • List Disability Support Services (DSS) resources
  • Describe the types of disabilities that DSS supports with a focus on mental health issues
  • Identify "accommodations" faculty need to know to support students with disabilities
  • Review Americans with Disabilities Act (ADA) and Universal Design for Learning (UDL)

This workshop is facilitated by Nancy Schmitz & Sarah Guadalupe.


Academic and Behavioral Misconduct
(2/14/18, 80 min.)
View the recording here.
In this workshop:
  • Address effective ways to report and intervene with issues involving academic and behavioral misconduct
  • Describe how to use "Report and Support," the university's system for reporting behavior concerns
  • List ways to provide support, appropriate teaching or use of punitive interventions

This workshop is facilitated by Nancy Schmitz.


Writing an Effective Teaching Grant
(2/13/18, 80 min.)
View the recording here.
In this workshop:
  • Every year, CETL offers up to give $3,000 grants to faculty to redesign their courses in a way that enhances excellence in teaching and learning. Grant work focuses on student success and includes a research emphasis on the scholarship of teaching and learning. Learn more about the application process and expectations.
  • Information can be found at oakland.edu/cetl/resources
  • Grant proposals due on March 26, 2018

This workshop is facilitated by Judy Ableser, CETL Director.


Classroom Behavior Concerns
(2/7/18, 70 min.)
View the recording here.
In this workshop:
  • Describe how to minimize behavior problems
  • Identify ways to intervene with behavior problems
  • Create a community of learners
  • List how, when and from whom to seek help and intervention

This workshop is facilitated by Judy Ableser.


Plagiarism Through the Eyes of ESL Students and Those Who Teach/Tutor Them
(2/6/18, 70 min.)
View the recording here.
In this workshop:
  • Reframe the plagiarism discussion through the lens of ESL and native second language speakers
  • Examine the plagiarism literatures about ESL learners as well as narratives from OU's international students
  • Explore the dual burden of attempting to represent ideas within a language that is not one's own and in addition to the cognitive load challenge of learning to understand and represent disciplinary content
  • Foreground resources and activities that will make the concept of plagiarism more tangible in light of the cultural language, and disciplinary barriers that this population of writers confronts

This workshop is facilitated by S. Synn-Perdue, B. Wallis, M. Schoen, and M. Vervinck.


Plagiarism as a Pedagogical Problem
(1/30/18, 70 min.)
View the recording here.
In this workshop:
  • Frame plagiarism and faculty attribution as pedagogical problems, many of which can be eliminated with more intentional scaffolding both within first year writing and across the disciplines
  • Examine student narratives from the Cite Right Program
  • Foreground resources and activities that better facilitate appropriate use

This workshop is facilitated by S. Synn-Perdue, B. Wallis, M. Schoen, and M. Vervinck.


Let's Talk About... Plagiarism
(1/23/18, 84 min.)
View the recording here.
In this workshop:
  • Overview the most recent literature on plagiarism
  • Clarify the distinction between plagiarism and faulty attribution with hands-on practice
  • Examine different forms of inadequate borrowing and what they signal
  • Discuss individual and institutional protocol for responding to a range of inappropriate use

This workshop is facilitated by S. Wynn-Perdue, B. Wallis, M. Schoen, and M. Vervinck.

Online
Modules

Hybrid Teaching at OU eSpace

Whether new to hybrid teaching or seasoned in this blended approach, view example online activities and teaching tools to help you plan hybrid courses at OU. We have also included forums to ask questions of CETL and e-LIS, in addition to your faculty colleagues.


Online Course Available: Five Foundational Modules for Faculty Development

To supplement our on-campus workshops and provide teaching resources for faculty unable to attend these workshops, we offer online modules that that equip faculty to plan teaching strategies based on current data on student learning. This curriculum, created by Ontario Institute of for Studies in Education at University of Toronto, offers five foundational modules for faculty development:

  • Planning for Learning
  • Integrating Online Technology for Learning
  • Assessing for Learning
  • Teaching for Learning
  • Exploring for Learning
Videos

CETL YouTube Channel

Our YouTube Channel features original videos on teaching and learning topics at Oakland University, from "Goals, Objectives and Learning Outcomes" and Universal Design for Learning, to faculty guides to Faculty Feedback and Degree Works. Subscribe to the channel to keep informed when we publish new helpful videos. View the videos.

FEATURED VIDEO SERIES
Universal Design for Learning  This series explains UDL, a set of learning design principles that increase access and reduce barriers for all types of learners. In short, these principles encourage a variety of ways for instructors to engage students, represent course concepts, and allow students to demonstrate what they have learned. This video series breaks down the three guiding principles of UDL (engagement, representation, and action and expression) and explains how UDL principles benefit specific student populations. All videos are about 5 minutes.

NUTS AND BOLTS OF TEACHING AND LEARNING SERIES

A part of CETL's 5-min video series on teaching and learning, this video introduces these terms and how they should guide course design that connects together all elements of class activities and assessments.

Transformative Teaching and Learning: 2016 OU-Windsor Conference Keynotes
Empowering Students to Learn: 2014 OU-Windsor Conference Keynotes

MetaLearning: Growing Self-Directed Learners (Part 1)

Visit the conference resources for Carroll's MetaLearning resources.

MetaLearning: Growing Self-Directed Learners (Part 2)


Visit the conference resources for Carroll's MetaLearning resources.

THE LEARNING PARADIGM COLLEGE (JOHN TAGG)

The Learning Paradigm College (Part 1)


Visit the conference resources for more on Empowering Students to Learn.

The Learning Paradigm College (Part 2)


Visit the conference resources for more on Empowering Students to Learn.

Popular Videos on Teaching and Learning

Universal Design

Making a Mold that Fits Everyone
Effective teaching is not necessarily about making the individual fit the mold, but making a mold that fits everyone. McGill University in California offers a six-part video series on how to construct classroom design in order to accommodate every kind of student.  
  • Universal Design    
  • Including Diverse Learners: Providing Flexibility and Variety in Instruction and Assessment    
  • Online Lecture Resources: Recording Lectures and Posting Powerpoints    
  • Visual Mapping Software: A Collaborative Class Tool    
  • Participation    
  • Peer Evaluation: One-to-One Feedback
  • Ungraded of Optional Assignments: Instructor Feedback 

Access the video resources here.

Confessions of a Converter Lecturer: Eric Mazur

The Shift From Teaching to Helping Students Learn
"The shift from teaching to helping students learn."

Good teaching is often measured by teaching evaluations and student performance on tests, but even with high marks in both of these areas, Harvard physics professor Dr. Eric Mazur admitted that his students' ability to apply their knowledge did not measure up. "Who was to blame?" asks Mazur. "The students? The material? ... I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail!" Dr. Eric Mazur, professor of physics at Harvard, recounts his revelation of what it means to be an effective instructor and evaluates teaching methods in the sciences beyond lecturing: peer evaluation, mental model building, active engagement, problem solving

Watch the abridged 18-minute video.

Access the full recording here.
 
Free Learning for All
 
The Changing Face of Higher Ed: A Prediction
Epic 2020 introduces imaginings of how higher ed will change by 2020.
Access the full video.

OU Student Production: What Makes a Good Professor?  
What Makes a Good Professor?


TEACHERS IN ACTION SERIES
Professor Walks on Water Mixture (Alberto Rojo, Physics)

Intro Broadcasting (Christine Stover, Communications)

Dance in American Culture (Debi Bernstein-Seigel, Dance)


FUNNY VIDEOS ON TEACHING

Grade Negations

Professor's Office Hours

"B" Is an Equally Good Answer
Workshop
PowerPoints
Evidence of Teaching Effectiveness
Faculty Orientation
Planning for Learning

Teaching Methods


Class Management

Reading and Writing

Scholarship of Teaching and Learning

Grants

The University

Faculty Support