Why do all UP students take an English course, regardless of their professional aims? This week on the Teaching & Learning Blog, English chair Lars Erik Larson details how ENG 112 works within UP’s Core program. This is the second essay in Core Matters, a year-long series started by Andrew Guest that offer a discipline-by-discipline explanation of our University’s existing core curriculum.
Teaching & Learning Collaborative
Happy New Year, academic-style, from the Teaching & Learning Collaborative, a loose conglomerate of twelve educators from across campus who strive to collect and coordinate resources and initiatives that support the superb teaching at the core of our shared mission. In every issue of upbeat, you’ll find access to a resource (reading, video, RFP) meant to inspire you and to be consumed in the time it takes you to savor a Coke Zero right there at your desk. All of these tips are archived at the Teaching and Learning Hub. This week’s tip is an 8-minute guided tour of this peer-developed, comprehensive resource. Click here for the tour or here to explore the hub on your own.
This week’s post to the Teaching and Learning Collaborative blog concerns a topic not every professor finds comfortable: boundaries, and not the dotted lines you see around countries on a map. Why are boundaries important? Where does your responsibility as a professor begin and end? What are the signs that you need a boundary adjustment? Answers to those questions and more can be found in this article on the TLC blog.
For more information contact Zachary Simmons, psychological sciences, at email@example.com.
This year’s pedagogy book title for the College of Arts and Sciences annual reading was Make it Stick: the Science of Successful Learning (Brown/Roediger/McDaniel, 2014). Lars Larson, English, would like to know: If you were among the participants, did the book’s methods “to learn better and remember longer” actually stick? Whether you are new to the book or not, Larson provides a quick overview of its lessons in a recent Teaching and Learning blog post.
For more information contact Larson at firstname.lastname@example.org.
When dealing with stressed out students at challenging points in the semester, have you ever wondered if UP students are any different in their psychological concerns than students at other universities? This week’s mental health blog post on the Teaching and Learning Community Blog has some data to address that question. How do our students compare to other US college students in relation to mental health, and what are the implications for faculty and academic staff working with those students? For more information contact Andrew Guest, psychological sciences, at email@example.com.
Virtual reality is an emerging technology that allows students to create and learn in immersive environments. According to the American Library Association, this trend will grow in the near future as multimedia producers seek to create more engaging modes of visual storytelling. The Digital Lab currently offers a variety of titles including:
Visit the Digital Lab website for more information regarding Virtual Reality. Faculty are invited to schedule a consultation with lab coordinator José Velazco (firstname.lastname@example.org) and collaborate on a multimedia assignment.
Participation in faculty-led study abroad courses, programs and experiences provides outstanding ways for UP students to deepen their understanding of discipline-specific content in an international context. Are you thinking of creating a faculty-led study abroad program or course (or have you already created one)? It is important to plan for accessibility while creating your course or program. Melanie Gangle, program manager for Accessible Education Services (AES), is glad to consult with you in partnership with Eddie Contreras, director of studies abroad, in order to design a faculty-led abroad experience to be as inclusive as possible, and accessible for students with many different types of disabilities. Interested in learning more? Check out this tipsheet from Mobility International USA (MIUSA) and feel free to contact Melanie at email@example.com continue planning.
The Office of the Provost is pleased to announce the Ignite Grants for Faculty Innovation in Teaching and Learning. With up to $5,000 per grant, Ignite will support new ideas and approaches for course, curriculum, and program development that make an innovative contribution to UP’s teaching and learning future. Proposals will also advance Vision 2020 and support deans’ strategies and priorities. Ideas that test student imagination and creative problem solving skills in their respective disciplines are especially encouraged, as are proposals that strengthen collaboration with other units on campus.
These grants will be awarded to full-time faculty who have the support of their deans. Faculty are encouraged to collaborate with other campus professionals (full-time or part-time) and may also work with students in the planning and implementation of projects. Proposals are due on Friday, March 30.
For more information and to submit a proposal, please see the Ignite Grants on the Teaching and Learning Hub web site.
Do UP students know how to fail? According to the New York Times, higher education administrators at elite schools have coined the term “failure deprived” to classify a new mental health concern: the inability of high achieving individuals to cope with inevitable experiences of failure. This week’s installment of the mental health series on the UP Teaching & Learning Community blog builds off the most recent Faith & Intellectual Life group discussion to explore how other universities are working to help students learn to fail, and to reflect on what faculty and academic staff might do here at UP.
In this week’s Teaching and Learning Collaborative “TLC from the TLC” story, psychology professor Andrew Guest posits: “Anyone paying attention to higher education in recent years is well aware of two pressing issues on regular repeat: changing perceptions of student mental health needs, and the need to better attend to diversity and inclusion. But how might those two issues intersect? How might an equity lens inform the way academics, and academic institutions, think about student mental health?” For thoughts on these questions drawing on a recent national framework for “Equity in Mental Health” see the latest installment in the mental health series for the Teaching and Learning Community blog.