How student success is impacted by our ability as faculty to establish an understanding of campus culture, develop corresponding curriculum and establish a strong sense of community (belonging).
FALCON 2020 is a free virtual conference open to part-time and non-tenure track faculty members from institutions of higher education around the world. Registration is required, space is limited.
The virtual conference is being hosted on Canvas through Indiana University. You must self-enroll to the course.
If you do not have an IU account, you must create an IU Guest Account to access the virtual conference. There is no cost to create an account and it only takes a minute to complete the form. Once your guest account is completed, you must login to Canvas.IU.edu to turn on your access to Canvas.
As a graduate student, I was handed a textbook and told to go teach an introductory psychology class. My plan was to start with chapter 1 and work my way through the book. Instead, I began by asking students about their favorite flavor of ice cream. It took almost 15 minutes but it led to an interesting phenomenon. My students formed partnerships with those who liked the same flavor – or who liked completely unusual flavors. My students shared their ideas, answered my questions, and asked interesting questions of their own. I walked away from this experience with the understanding that course design was not just about what content was to be covered, how many tests or papers would be assigned, or even what modality was being used. Instead, course design begins with designing opportunities for students and faculty to interact with one another – hopefully around the content of the course – and develop a sense of shared learning. In this talk, I will ask you to become part of a community and you will take away examples of how to design for building community in your own courses, regardless of whether you are delivering instruction in-person, via a hybrid format, or completely online.
Robin K. Morgan received her doctorate in clinical psychology from Auburn University in 1988. She is a Professor of Psychology at Indiana University Southeast where she presently serves as the Director of the Institute for Learning and Teaching Excellence, overseeing face-to-face and distance education. She has served as the Indiana University Director of the Faculty Academy on Excellence in Teaching (FACET), a system wide organization devoted to recognizing and advocating for excellence in teaching. As Director, she served as the editor of the Journal of the Scholarship of Teaching and Learning as well as the founder and editor of the Journal of Teaching and Learning with Technology. She has published numerous articles in the scholarship of teaching and learning, student stalking of faculty, and authored or co-authored several books including three in the Quick Hits series of Successful Strategies for Award Winning Teachers. The second edition of her Case Studies in Child and Adolescent Psychopathology was published in 2017. Robin has received numerous teaching awards with her most recent award being the President’s Award for Excellence in Teaching and Learning with Technology at Indiana University.
This presentation will examine and discuss practices, strategies, and examples that foster student engagement, belonging, persistence, and success within the framework of evidence-based teaching and praxis. Informed by scholarship that focuses on active learning, Universal Design of Learning, and feminist pedagogies that address community building and cohesion, the material presented will offer concepts and concrete examples that are intended to be generative: what exciting ideas and approaches to teaching in terms of our course designs, assignments, or approaches in delivery emerge when we consider the possibilities—and when we do so together? Among the possibilities, we will touch upon examples of how we establish an understanding and inclusive campus culture, develop corresponding curriculum, and create a strong sense of community via discussant activities, social media matrices, co-curricular programming, community engagement and service learning, scaffolded assignments that can lead to undergraduate research opportunities, and collaborative concept mapping. During our time together, we will consider how our visions for inclusive, welcoming, enriching, and rigorous classrooms, combined with our intentional efforts to create and activate those for our students, enable exciting possibilities for design and delivery that can invigorate our teaching.
Julie Goodspeed-Chadwick, Ph.D., is an IUPUI Chancellor’s Professor of English and Women’s, Gender, and Sexuality Studies; IU Bicentennial Professor (2019-2021); and the founding director of the Office of Student Research at Indiana University-Purdue University Columbus. She is a member of the IU Faculty Academy on Excellence in Teaching (FACET) and a Mosaic Senior Fellow, part of the IU active learning initiative. Her publications include two university-press single-authored books with a third that is a forthcoming co-edited scholarly edition and more than 30 peer-reviewed articles and book chapters; of these, 10 are dedicated to innovative teaching in the fields of literature and women’s, gender, and sexuality studies. She is the recipient of the IUPUI Chancellor’s Award for Excellence in Teaching, two IU Trustees Teaching Awards, IUPUC’s Outstanding Full-Time Faculty Award in Teaching, and the Kathryn J. Wilson Award for Outstanding Leadership and Mentoring of Undergraduate Research.
