Teaching in the CTEI: Recent Episodes
CTEI
Produced by the Center for Teaching Excellence and Innovation (CTEI) at Rush University, Teaching in the CTEI features conversations with faculty and staff on topics related to teaching and learning at one of the nation's leading academic medical centers.
Now that we've hit our 3-year anniversary (woohoo!), we are due for a little hiatus. But, don't worry, we'll be back with new and exciting episodes soon. In the interim, we are revisiting our greatest hits. By far, our most popular episode is #13 from August 2022: What Does an Instructional Designer Do?
Looks like so many of you want to know, so let's jump right in!
In this episode, Angela speaks with a handful of Instructional Designers working at Rush and various universities throughout the country about their profession. Among other topics, these designers share their passion for their work and the many, often surprising ways they support faculty, from simply helping to lighten the workload when getting a course off the ground to offering insight into creative solutions for teaching problems and course design by applying their expert knowledge of learning tools and online pedagogy. The big takeaway: Your course is still yours. We're just here to help you make it happen and realize your vision!
A big thank you to our guests:
Peg Checchi: Instructional Designer, Rush University
Cindy Cooper: Instructional Designer, Eastern Kentucky University
Steve Shisley: Instructional Designer, Eastern Kentucky University
Courtney Hebert: Sr. Learning Experience Designer, Louisiana State University
Episode transcript
Establishing and maintaining a culture of trust in the classroom isn't easy and the advent of generative AI has made this task all the more challenging for teachers at every level.
In this episode, Angela and guests, Nadine Lerret, Wendy Zajack, and Laura Dumin discuss their strategies for building and maintaining trust in their classrooms in the age of AI. While emphasizing ethical, responsible, and transparent use by both teacher and student, guests reflect on to what degree they use AI in their teaching and allow students to use it in their learning. Concrete steps for building trust, as well as positive and negative experiences and how to overcome them are also discussed.
A big thank you to our guests for their insights and for leading the way in this emerging field!
Episode transcript.
Nadine Lerret: Dr. Nadine Lerret obtained her PhD in Immunology from RUSH University in 2011. She is currently an associate professor and the program director for the Medical Laboratory Science program here at RUSH University. Her position as a passionate educator and director in the underrepresented field of medical laboratory science enables her to spread enthusiasm and knowledge while serving as a mentor for the next generation.
Dr. Lerret has been exploring the use of AI alongside her students in the classroom and also as an administrator in higher education and recently gave a talk at the 2024 Clinical Laboratory Science Educators Conference titled “Elevating Education: Harnessing ChatGPT and Generative AI for MLS Educators and Program Directors”. She is also giving a RUSHU Tedx talk next month focused on the use of AI in healthcare education.
Wendy Zajack: With more than 20 years of experience in public relations, marketing, media relations and internal communications, Dr. Wendy Zajack thrives on working to make complex topics easy to understand, exciting and relevant to broad audiences. She spent her corporate career working for large, global organizations building messaging for multiple audiences and using a variety of marketing channels. She now spends her time thinking about the intersection of education, communications and technology and how to thoughtfully deliver tailored, personalized and impactful curriculum to adult learners.
She is a faculty director and associate professor of the practice for a master’s level Integrated Marketing Communications and a Design Management Communications program in the School of Continuing Studies. She is an active blogger and enjoys speaking at industry conferences and universities about the power of branding and communications, personal branding, salary negotiation, business marketing trends, importance of ethics, online education, education technology as well as educating millennials and GenZs.
Laura Dumin: Dr. Laura Dumin obtained her PhD in English from Oklahoma State University in 2010. She is a professor in English and Technical Writing at the University of Central Oklahoma. She has been exploring the impact of generative AI on writing classrooms and runs a Facebook learning community to allow instructors to learn from each other https://www.facebook.com/groups/632930835501841
When she is not teaching, Laura works as a co-managing editor for the Journal of Transformative Learning, directs the Technical Writing BA and advises the Composition and Rhetoric MA program, and was a campus SoTL mentor. She has created four micro-credentials for the Technical Writing program and one for faculty who complete her AI workshop on campus.
In this episode, Angela and guests, Stephanie Richter, Melody Buckner, and Laura Ramp discuss the value of university centers for teaching and learning (CTLs). While they may go by many different names and acronyms, CTLs are vital resources for faculty, offering among other things, instructional, curricular, and LMS support, and as always, a sympathetic ear.
Our guests, all leaders at their respective institutions, reflect on the variety of services provided by their centers and how CTLs can support faculty especially in times of change or difficulty. Also discussed are suggestions for how CTLs can demonstrate their value at their institutions.
We are so thankful to our guests for their participation and insights and for the work they do to support faculty and students!
Stephanie Richter serves as the Director of Teaching Excellence and Support in the Center for Innovative Teaching and Learning at Northern Illinois University.
Melody Buckner serves as the Associate Vice Provost of Digital Learning and Online Initiatives for the University Center for Assessment, Teaching, and Technology (UCATT) at the University of Arizona in Tucson, Arizona.
Laura Ramp serves as Director of the Center for Teaching Excellence at PennState Harrisburg.Episode transcript.
In Part 2 of this series, Angela continues this important conversation with three new guests: Drs. Tomeka Dowling, Caleb Simmons, and Darlene Ritz. Building upon topics discussed in Part 1 , Angela and guests reflect on the often unseen emotional labor of teaching. Topics discussed include managing student issues and needs and societal norms around emotion in the classroom. Guests offer suggestions for how to cope with these often unwritten expectations.
TW: This episode contains a discussion of domestic violence. Please listen with care and contact the Nation Domestic Violence Hotline if you need help.
CTEI extends a big thank you to our guests for their participation!
Dr. Tomeka Dowling is an Assistant Professor and Director of DNP Curriculum and Operations at Rush University College of Nursing. As director of a nationally ranked DNP program, she is focused on ensuring standardized processes within the program, college, and university that promote educational equity, inclusive learning environments as well as integrate instructional strategies for diverse learners. Dr. Dowling has a passion to move beyond the rhetoric of inclusion and diversity to integrating strategies that promote inclusion in, and resilience beyond, the classroom.
Dr. Caleb Simmons is the Executive Director of Online Education overseeing Arizona Online, UArizona's online campus serving over 9,000 students. He is also Professor of Religious Studies, and Faculty Director of the Interdisciplinary Studies Program. He specializes in digital and online learning and religion in South Asia, especially Hinduism. He has recently been named a Center for University Education Scholarship (CUES) Distinguished Fellow for his research on online pedagogy.
Dr. Darlene C. Ritz is Higher Education Product Specialist for Beyond Campus Innovation and is dedicated to improving the student experience in online learning. Darlene has been in the classroom for two decades and understands that education is a transformational process, and requires a holistic approach.
Episode transcript.
In this episode, Angela speaks with guests about a topic not often discussed in higher education or faculty development, the emotional side of teaching. Guests Maggie Ervin, Autumn Cartagena, and Stephanie Blaher reflect on what it means to consider the emotional labor involved in teaching, how to manage it and support your students in the process. Topics include the emotional challenges of teaching college students, the social and relational elements of teaching and learning, and how emotion can and should be built into existing processes, faculty training and support.
We thank our wonderful guests for their vulnerability, humility and excellent suggestions!
Maggie Ervin is the Specialist for Alternative Credit and Credentials at Southern Illinois University Edwardsville. Prior to her current position, she worked as an Assistant Professor in the Education and English Departments of Greenville University. Maggie’s teaching experience spans almost twenty years, twelve of which were spent teaching high school.
Autumn Cartagena is a staff member in the Ivy College of Business at Iowa State University where she coordinates accreditation, facilitates faculty training, and supports course design. She is also an adjunct instructor and former online program director in the Department of Psychology at Waldorf University.
Stephanie Blaher is a Collegiate Associate Professor at University of Maryland Global Campus. She specializes in the Program and Career Exploration courses (PACE), working with both students and adjunct faculty to ensure students are prepared for a successful academic and professional career. She has worked in online education for over 10 years, supporting students and faculty in both first-year and information technology courses.
Episode transcript.
Have you experimented with ChatGPT, Google Bard, or DALL-E, also known as generative AI tools, but are feeling overwhelmed by the sheer pace with which these tools are transforming education and society at large? Since AI is rapidly evolving, as educators, it's hard to know where to begin and how or if to utilize Generative AI in our teaching. In this episode, Angela and guests, Emily Rush, Matt Swagler, Kerry O'Grady, and Claudia Martinez discuss how they've used generative AI in their teaching and professional practices and what their student responses have been to the advent of these tools. As early adopters, they also share their advice on how to incorporate AI in classroom activities, assignments, and what they've learned in the process. They also reflect on how AI has forced them to reconsider their teaching and design practices as a whole. The big takeaway: to paraphrase Brent Anders, it doesn't have to be all or nothing with AI. Being intentional about if, how, and when we use it is key!
Thank you to all guests for your valuable insights and your impressive leadership in the realm of AI and education!
Dr. Emily Rush is an instructional designer for CTEI at Rush, where she assists instructors with course design and faculty development. She also brings to her role prior experience as a university-level instructor in the humanities. Emily is passionate about putting learning science into practice and is a self-described AI enthusiast.
Dr. Matthew Swagler is an Assistant Professor of History at Connecticut College, where he also teaches in the Africana Studies, American Studies, and Gender, Sexuality and Intersectionality Studies programs. Matt was previously a faculty member at Williams College and worked at the Baruch College Writing Center.
Dr. Kerry O’Grady is an Associate Professor of Public Relations and Corporate Communications. Kerry has been teaching at the high school, undergraduate, and graduate levels for 14 years and is currently on the Pre-College teaching support team at Columbia University, as well as a faculty affairs and curriculum consultant at The Rochester Institute of Technology. Threads: @DrOGrady
Claudia G. Martinez, MA, is a faculty member in the Bachelor of Science in Health Sciences program at Rush University, where she is teaching Professional Writing this summer. Martinez is also an award-winning published writer of several books for young readers.
Episode title suggested by Claude.ai
It's likely that many of us have experienced or practiced traditional lecturing where all or the majority of class time is spent with the instructor giving a lecture and the students passively absorbing it. You may have heard it described as the "sage on the stage" approach, and we all know how that often goes, in one ear and out the other. Know that if you're doing this, you're not alone. Many of us start by teaching how we were taught, and lots of us were taught through traditional lecture. Are you interested in making a change and looking for other ways to teach, approaches that engage your students with the material and move them from passive to active learners? If so, you've come to the right place!
In this episode, Angela and honored guests, Ashley Tharpe, Branka Manojlovic, Chris Ferrigno, and Mike Bradaric discuss alternatives to the traditional lecture and reflect on their own experiences learning and teaching using active learning strategies. They offer practical advice on how to reserve in-class time for discussion, application, and group work, while still allowing time for lecturing as needed, and the pedagogical reasons for doing so. They also discuss how faculty can get help implementing these changes.
CTEI extends a big thank you to our guests and their valuable contributions to this discussion!
Dr. Ashley Tharpe is an Online Chair in the School of Business and Associate Professor for the Department of Public & Community Health at Liberty University. She holds an EdD in Educational Leadership, Master of Public Health, MA in Human Relations, a MS in Health Sciences, and is a Certified Health Education Specialist. She is currently serving as the past-president of the Virginia Public Health Association (VPHA) and serves on several health-related committees with ImmunizeVA, VPHA, and the Northeastern Distance Learning Association board of directors. Dr. Tharpe is passionate about online education, supporting faculty, and the optimal health of people and communities.
Branka Manojlovic is an Instructional Designer (ID) at the Center for Teaching Excellence and Innovation at Rush University. Branka has been working in the field of Instructional Design for the past 10 years. Prior to coming to CTEI, Branka worked as an ID at Northwestern University’s School of Professional Studies and Indiana University Northwest Center for Innovation and Scholarship in Teaching and Learning.
Dr. Chris Ferrigno is an assistant professor in the Department of Anatomy & Cell Biology. Prior to coming to Rush in 2011, he was a Physical Therapist. He completed his PhD in Anatomy and Biomechanics at Rush University in 2015, and subsequently joined the Rush faculty. He teaches courses in gross anatomy and neurobiology for the medical, nursing, and health sciences colleges at Rush. His clinical research interests are in the areas of knee osteoarthritis and gait analysis, as well as anatomy education.
Dr. Michael Bradaric is an associate professor in the Department of Anatomy and Cell Biology and the current Director of Pharmacology for Rush Medical College. Mike has a PhD in pharmacology and was a cancer researcher specializing in gynecologic malignancies. Prior to his position at Rush, he taught integrated pharmacology for Chicago State College of Pharmacy, where he researched anticancer compounds from marine sources.
The world of higher ed. is all abuzz with the word "ungrading". You may have heard of the term, also referred to as "alternative grading", but what does it mean exactly? How can the practice of ungrading transform your teaching and your students' learning? In this episode, Angela and distinguished guests, Susan Blum, Katie Lee Bunting, Kasey Edwardson, and Jesse Stommel demystify all things ungrading. Among other topics, they discuss how they began the practice of ungrading and why, how they've seen it affect students and the quality of their learning, and what institutions can do to better support faculty who want to implement this transformative and empowering practice. Within this, practical steps and suggestions for faculty are also discussed.
CTEI extends a big thank you to our wonderful guests for their participation and empowering insights and recommendations!
Susan D. Blum is a professor of anthropology at the University of Notre Dame. Her work has roamed around the fields of cultural, linguistic, and psychological anthropology, in the context of China but most recently in the quest to understand the nature of institutional education. She is the editor of the collection Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (West Virginia University Press, 2020) and has just completed book 3 of her education trilogy, Schoolishness: Alienated Education and the Quest for Authentic and Joyful Learning. The previous two books were My Word! Plagiarism and College Culture (2009) and "I Love Learning; I Hate School": An Anthropology of College (2016), all published by Cornell University Press.
Katie Lee Bunting is a white settler, abled, and cis-gender woman. She is an Assistant Professor of Teaching in the Department of Occupational Science and Occupational Therapy at the University of British Columbia. Katie is deeply grateful to the Musqueam First Nation on whose ancestral, traditional and occupied lands she works. She teaches in the Master of Occupational Therapy program and is the Curriculum Chair. Katie is a firm believer in values-based teaching, and unabashedly centres critical and relational approaches in her work. Outside of work, she is a mom to two young kids, and enjoys spending time with them, her senior dog, and her partner.
Kasey Edwardson is an Assistant Professor in the Department of Clinical Laboratory Sciences at the University of Kansas Medical Center. She has taught at all levels of medical laboratory education programs, from associate’s in medical laboratory technology to doctorate in clinical laboratory sciences. Her PhD is in Educational Leadership and Higher Education, and her research focus is primarily on learner experiences and outcomes in medical laboratory education programs.
Jesse Stommel is currently a faculty member in the Writing Program at University of Denver. He is also co-founder of Hybrid Pedagogy: the journal of critical digital pedagogy and Digital Pedagogy Lab (2015-2021). He has a PhD from University of Colorado Boulder. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, digital studies, and composition. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. He’s got a rascal pup, Emily, a clever cat, Loki, and a badass daughter, Hazel. He’s online at jessestommel.com and on Twitter @Jessifer.
What is a proctored exam? What does it mean to give an assisted online proctored exam vs. a monitored exam? What is the evidence surrounding the efficacy and equitability of these various testing modalities and what are faculty and administrators' attitudes toward them? The answers are more complicated than you might think! In this episode, Peg Checchi, CTEI Instructional Designer, and esteemed guests, Judy Frei, Michele Gribbins, and Jarret Dyer examine several common assumptions around proctored exams, including their necessity at the college level and the ability of online and assisted online proctoring and monitoring software to effectively and equitably imitate the in-person experience and assess student knowledge. In light of recent lawsuits and concerns about student privacy, the ethics and legality of online proctoring and monitoring are discussed and debated, as are alternatives to proctored exams.
Dr. Judith (Judy) Frei is an Assistant Professor of Adult Health and Gerontological Nursing in the College of Nursing at Rush University. Michele Gribbins is the Director of the Center for Online Learning, Research & Service at the University of Illinois Springfield (UIS). Jarret Dyer is Former President of the National College Testing Association (NCTA), Chair of the Academic Integrity & Testing Committee at NCTA, and testing center administrator at the College of DuPage.
We thank our guests for their wonderful and enlightening contributions to this discussion!
Mentions:
National College Testing Association (NCTA) - Proctoring & Monitoring Definitions
Academic Dishonesty and Testing: How Student Beliefs and Test Settings Impact Decisions to Cheat
In this first episode of season three, Peg Checchi, an Instructional Designer with CTEI, speaks with Dr. Patrice Torcivia Prusko, MBA, PhD, Director, Learning Design, Technology and Media in the Teaching and Learning Lab at Harvard Graduate School of Education about how to recognize and reduce biased language in our teaching and course design. In addition to defining biased language and identifying steps that all educators can take to remove it, more broadly, Peg and Patrice discuss the importance of creating equity-centered learning experiences that include students in the conversation and above all, do no harm.
Follow Patrice @Profpatrice or listen at #3WeduPodcast.
Many thanks to Dr. Prusko for her valuable insights!
In this final episode of season two, Angela talks with CTEI's new Instructional Technologist, Daniel Martin. In addition to his many talents in digital media and educational technology, Daniel is a pro when it comes to all things video production. Among other topics, Angela and Daniel discuss best practices around video creation, but more importantly, the value of imperfection, authenticity, and teacher presence when using video as an instructional tool. CTEI is delighted to welcome Daniel to our team!
CTEI also thanks our listeners for supporting our second year of Teaching in the CTEI! As always, if you have topic suggestions or would like to be a guest on our podcast, please reach out to CTEI@rush.edu. We wish you a healthy and happy holiday season. We'll be back in 2023!
What is neurodivergence? How does it relate to education? Chances are you've heard it referenced in teaching and learning communities, but you may still be unsure about its meaning. In this episode, Angela speaks with Megan Kohler, Lecturer and Learning Designer at the John A. Dutton e-Education Institute at Penn State about neurodivergence, what it is and how educators, fellow students, and institutions can recognize and support such learners. Among other topics, they discuss the unique learning needs and abilities of neurodivergent students and share their personal experiences with neurodivergence. Resources related to neurodivergence are also mentioned, including Nicky Duenkel's article "The Transformative Potential of Creative Assignments in Higher Education" and the recent Stanford Neurodiversity Summit 2022. A big thank you to Megan for joining us for this episode!
In this episode, Angela speaks with a handful of Instructional Designers working at Rush and various universities throughout the country about their profession. Among other topics, these designers share their passion for their work and the many, often surprising ways they support faculty, from simply helping to lighten the workload when getting a course off the ground to offering insight into creative solutions for teaching problems and course design by applying their expert knowledge of learning tools and online pedagogy. The big takeaway: Your course is still yours. We're just here to help you make it happen and realize your vision!
A big thank you to our guests:
Peg Checchi: Instructional Designer, Rush University
Cindy Cooper: Instructional Designer, Eastern Kentucky University
Steve Shisley: Instructional Designer, Eastern Kentucky University
Courtney Hebert: Sr. Learning Experience Designer, Louisiana State University
In this episode, Angela speaks with Aleen Shah, MS, PA-C, Assistant Professor in the Department of PA Studies, and Kenya Johnson, PT, MA, CHC, Manager of Student, Professional & Career Development for Undergraduate Studies, about their work in diversity, equity and inclusion initiatives in the College of Health Sciences (CHS) at Rush University. Aleen also serves as the Chair of the CHS Diversity Committee and Kenya is Director of Diversity, Equity & Inclusion programming.
Among other topics, Aleen and Kenya reflect on their training and leadership in The National SEED Project and more generally, how to foster a safe and inclusive classroom where students feel empowered to reflect on their own stories and identities as an integral part of their health sciences education and as future practitioners. Specific suggestions are made for how to update your curriculum with inclusive language and approaches while being mindful of diverse perspectives and experiences.
For more information on the SEED project and other DEI initiatives at Rush, contact Aleen at Aleen_Shah@rush.edu and Kenya at Kenya_M_Johnson@rush.edu.
In this episode, Angela speaks with Rush University faculty about their experiences taking CTEI's fully online, five-week teacher training course, Online Teaching and Course Design (OTCD). Among other topics, faculty discuss their motivations for taking OTCD, how it helped them with their teaching, and their favorite parts of the course. The key takeaway: make time for OTCD! It's worth it, it's required, and it's what we owe to our students.
We thank our wonderful guests and their thoughtful contributions: Eileen Giardino, Associate Professor, Nurse Anesthesia, College of Nursing; Merima Karastanovic, Interim Program Director and Assistant Professor, Imaging Sciences, College of Health Sciences; and Linda Olson, Department Chair and Program Director for the Department of Occupational Therapy, College of Health Sciences.
Rush faculty can find the dates of all upcoming sessions on the CTEI website and sign up for the next session, beginning on June 6.
In this episode, Angela speaks with Rush University and guest faculty about how to embrace vulnerability and overcome fear in your teaching practice. With the dizzying rate of change faculty and students have experienced since COVID began, many of us have been forced to rethink how we teach, often by quickly adapting to new technologies or teaching strategies in an effort to connect with and engage our students. In this talk, our guests reflect on the risks they've taken both in the in-person and online classroom, how they did it, and what happened. Hint: it didn't always work out and that's okay! After all, to quote our guest, Professor Lisa Giarda, "you won't know, if you don't try."
Thanks again to our guests and their insightful contributions! They are:
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Barbara Shaw, Assistant Professor, Rush University College of Nursing, Doctoral program for Family Nurse Practitioners, Chicago, IL
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Lisa Giarda, Adjunct Faculty, Health Sciences, Excelsior College, Albany, NY
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Christina Fosbrink, Temporary Faculty Member, Public Speaking, California University of Pennsylvania, California, PA
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Lori Wortylko, Assistant Professor of Marketing, University of Cincinnati Blue Ash College, Cincinnati, Ohio
In this first episode of our second season, Angela speaks with two of CTEI's Instructional Designers, Peg Checchi and Laura Smith. They discuss some of the unusual ways they've assisted faculty with their course design and teaching, as well as what they'd like to do to help faculty. Among other topics, a couple of CTEI's relatively new tech tools are discussed, H5P and Canvas Studio, both of which are fully integrated into Canvas. The big takeaway: reach out to CTEI@rush.edu for all of your teaching and design needs, even the unusual ones. CTEI Instructional Designers are here to help!
In this final episode of our first season of Teaching in the CTEI, Angela speaks with Dr. Emily Rush, the newest member of CTEI's Instructional Design team. In addition to sharing her wealth of experience in teaching and instructional design, Emily offers some practical recommendations on creating social presence and impactful student learning experiences with minimal faculty effort. Are you looking for ways to promote a sense of community and enhance student motivation and engagement in your course? Well, give this a listen and reach out to CTEI if you'd like some help implementing these suggestions.
CTEI thanks our listeners for supporting our inaugural year of Teaching in the CTEI! As always, if you have topic suggestions or would like to be a guest on our podcast, please reach out to CTEI@rush.edu. We wish you a healthy and happy holiday season. We'll be back in 2022!
How well do you know what is and isn't working for your students in your course? What changes could you make now to improve your students' learning experiences in this and future semesters? In this episode, Angela speaks with Dr. Yasmin Cavenagh, Assistant Professor in the Department of Women, Children and Family Nursing, College of Nursing, and Dr. Evguenia (Jenny) Popova, Assistant Professor in the Department of Occupational Therapy, College of Health Sciences, about how they have used midpoint feedback surveys to gather valuable information and make meaningful changes in real time to their courses. Among other topics, they discuss recommended question types, best practices for administering surveys and sharing results, and changes they've implemented already in their Fall 2021 courses based on student feedback. To assist you in creating your own survey, CTEI has also developed this handy resource, Midpoint Feedback Surveys: A Quick Guide. As always, reach out to CTEI and an Instructional Designer for guidance on this and other teaching strategies and tools.
You don't have to be an expert to teach well with Canvas! In this episode, Angela leads a conversation with thought leaders (and experts) in online teaching and learning about how to harness the power of Canvas to teach effectively in your online or blended classroom. Among other topics, guests discuss best practices for using Canvas discussion forums, groups, grading, and built-in multimedia tools to create a community of engaged learners. The big takeaway: Embrace imperfection, but don't forget to publish! Guests include:
Dr. Bettyjo Bouchey, MBA, Ed.D., Associate Professor of Business and Management and the Dean of Online Education at National Louis University. Twitter @DRbouchey
Dr. Lisa Bunkowski, Ph.D., Ed.D., Associate Professor of Higher Education Leadership at Texas A&M University-Central Texas, Director of the Faculty Center for Teaching and Learning
John Vivolo, MA, Director of Online and Campus Learning Strategies for the Katz School of Science and Health, Yeshiva University, New York City. Twitter @VivoloJohn
The Fall 2021 term is almost upon us! Is your course ready to teach? In this fifth episode, CTEI Director Angela Solic speaks with Matt West, CTEI's Instructional Technologist, and Micah Murdock, Project Manager for our Canvas migration, about what all Rush faculty need to know when preparing your course in Blackboard or Canvas. Whether you teach fully online or in a blended format, Matt and Micah offer helpful tips and recommendations for creating a well-organized and trouble-free learning experience for you and your students. Topics include publishing your course and course materials, using the "Student View" option, verifying due dates and course enrollment, using your course calendar, and taking advantage of CTEI's instructional design services.
In this fourth episode, CTEI Director Angela Solic speaks with Dr. Evguenia Popova, Assistant Professor and Dr. Bridget Hahn, Assistant Professor and Academic Coordinator, both from the Department of Occupational Therapy in the College of Health Sciences at Rush. Dr. Popova and Dr. Hahn discuss their recent research on resilience and self-care among Occupational Therapy graduate students and strategies that they have used in their everyday teaching to support student well-being. Among other topics, they offer guidance on promoting faculty and student wellness in and outside of the classroom.
Connect at evguenia_s_popova@rush.edu and bridget_j_hahn@rush.edu
In this third episode, CTEI Director Angela Solic speaks with Dr. Kathryn Osborne, Associate Professor in the Department of Women, Children and Family Nursing in the College of Nursing and one of Rush's Canvas Pilot faculty currently teaching in Canvas this summer. Among other topics, Dr. Osborne reflects on the process of getting ready to teach in Canvas, learning the new platform, and collaborating with CTEI staff to develop her course.
In this second episode, CTEI staff interview faculty and students who have made the transition to Canvas learning management system. Faculty reflect on their own experiences and share helpful tips and recommendations for those now making the big move. The big takeaway...embrace the opportunity and dig deep in that Canvas Sandbox! Guest speakers include:
Chef Kat Kessler, Former Department Chair, Baking & Pastry, New England Culinary Institute
Chef Scott Richardson, PhD, faculty at Valencia College and Johnson & Wales University
Dr. Monica Solinas-Saunders, PhD, Associate Professor, Indiana University Northwest School of Public and Environmental Affairs
Joseph Ferrandino, PhD, Director, School of Criminal Justice, Ferris State University
Claudia Pouravelis, EdD, Associate Dean of Enrollment Management & Student Engagement & Faculty member, Boston College
Dr. Kristin Holland, former faculty, University of North Carolina
Kyra Washington, student, Bradley University
For our inaugural podcast episode, the staff of the Center for Teaching Excellence and Innovation (CTEI) at Rush University will be sharing how CTEI is working behind the scenes to support Rush faculty who are preparing for the upcoming move and why we love working in Canvas.