Providing opportunities for students to practice and receive feedback in low-stakes assignments facilitates their learning. Yet how can you, as a faculty member, offer these opportunities without creating an inordinate amount of grading?

This 20-Minute Mentor (opens in a new window) demonstrates how faculty can become more strategic about how and when they chose to grade student work in ways that both make their time more impactful for students and decrease their effort. Our expert presenter helps you consider your reasons for grading, how to prioritize your grading comments and ways to build feedback into class time.

Upon completion of this program, you’ll be able to:

• Identify the reasons they are opting to grade student work

• Optimize feedback provided to students while being strategic about the time invested in grading
• Create activities to be used in the classroom that reduce the need for individual grading

https://mondaymorningmentors.com

Passcode: impact227

While some students excel when taking online courses, many find online learning challenging and have difficulties keeping up with required readings, course activities, and assessments.
Students may struggle in online courses because they mistakenly believe online education is easier than face-to-face, they have poor study habits, or they lack planning, organization, and time management skills.

This 20-Minute Mentor (opens in a new window) explores a variety of strategies and interventions online instructors can employ to assist students who are struggling in their courses.

Upon completion of this program, you’ll be able to:

• Pinpoint reasons why students may struggle with online learning

• Describe a variety of early alert systems they could use in their courses and the benefits of doing so

• Identify a plethora of ways they can assist students and help them take corrective action to be more successful with online courses

• Explain how student support services on their campus can benefit struggling students

• Implement an array of strategies they can use to help motivate students in their courses

http://mondaymorningmentors.com

Password: struggling56

You can’t dispel students’ misperceptions about difficult coursework if you’re unaware of what these misperceptions are.

This 20-Minute Mentor (opens in new window) discusses common mismatched definitions of rigor and strategies for bridging the divide between teacher definitions and student definitions. By leveraging these strategies, you’ll be better able to improve students’ motivation and build stronger classroom connections.

Upon completion of this program, you’ll be able to:

• Explore your personal beliefs about what makes a class or program

• Understand common faculty-based vs. student-based definitions of rigor

• Apply methods for aligning students and teachers definitions

• Leverage active learning strategies that go beyond students typical study and learning strategies

http://mondaymorningmentors.com

Password: disconnect87

Sunday, November 7th at 4 PM.

Zoom Link : (Opens in a new window)

During his performance, you are guaranteed to learn various expressions and the art of imitation as a mime, as well as deaf culture through first-hand experiences in a way that is accessible to all languages, abilities, and backgrounds.

Everyone is welcome!

It’s essential that students begin to think about value creation before graduating. When students graduate, they will ultimately be creating value for somebody in their careers. How can instructors best prepare these students for a meaningful career beyond skill-based content

This 20-Minute Mentor (opens in a new window) provides instructors the tools to create or alter student assignments and activities
to foster the skills of opportunity-identification and “huntfulness, ultimately leading to the ever-important value creation for their students.

Upon completion of this program, you’ll be able to:

• Recognize customer-focused problem-based learning and how a messy problem statement including, “easter eggs”, will develop opportunity-minded learners

• Define “huntfulness”

• Utilize three methods to foster the habit of “huntfulness” in student assignments or activities

• Understand the pitfalls to avoid when creating opportunity-minded learners

http://mondaymorningmentors.com

Password: develop416

Our Librarian, Janel Mills, explained how you can stream thousands of films for free, thanks to the generous support of the Eshleman library. If you missed our Teamwork session, this recording (opens in a new window) will show how to log in, create a playlist for your class, and edit content.

Passcode: 8yGcKsB& 

Many instructors use peer review as both a teaching tool and part of the scaffolding for writing assignments, but they are not sure how to translate that activity into an online format. Fortunately, it is possible to take a traditionally classroom-based activity and move it into an online setting.

In this 20-Minute Mentor (opens in a new window), instructors will learn how to efficiently and effectively conduct peer review into their online course assignments, discover how to move classroom peer review online, and learn about technology tools for online peer review.

Upon completion of this program, you’ll be able to:

• Define “peer review”

• Identify tools to use for an online peer review process

• Discuss ideas for how to accomplish peer review in an online setting

• Identify keys to a successful online peer review

http://mondaymorningmentors.com

Password: online751

VISUAL RHETORIC AND TECHNOLOGY IN THE CLASSROOM 

Topic: HFC 2021 Annual Faculty Lectureship PresentationTime: Oct 21, 2021 06:00 PM Eastern Time (US and Canada)
Join Zoom Meetinghttps://zoom.us/j/92701464056?pwd=MkVpZEx3VkdQd0FleXUydjhoNzg4Zz09

Please Join Kimberly Occhipinti the 2021 Faculty Lectureship Awardee who will present her research.

This lectureship award facilitated a three-phase research process that investigated the visual rhetoric and design of technology used in the classroom. Qualitative analysis is completed on the following classroom applications: Zoom web conferencing, video/screencasting, social media, images/slides, and Google Docs. Faculty survey results from the WI21 semester helped guide the perception of these applications and their correlation with our student population. 

Rehearsal and reflection are two scientifically proven techniques that affect student brain activity and extend the classroom experience.

Learn techniques you can use to deepen student understanding, of course, material after class is over that you presented in the classroom. These techniques include creating reflection videos and cartoon making, among others.

This 20-Minute Mentor (opens in a new window) demonstrates how to engage your students outside of the classroom by getting them to think more deeply and take topics from the classroom to the next level

Upon completion of this program, you’ll be able to:

• Learn to use patterns and emotions in student retention of information

• Discover techniques you can use to deepen student understanding

• Apply brain-friendly techniques your students can use once they look at the material outside the classroom

• Apply active learning to your favorite content

http://mondaymorningmentors.com

Password: encourage84

If you missed the live Teamwork Tuesday demonstration of Yuja, here is the recording that will demonstrate how to get started, manage media using a video editor, and sharing content with direct links and moodle. This will be followed up with a more advanced session on Friday the 5th of November @ 2pm. The CTEI digest will send links before the event.

Passcode: *uc%2U3#