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The Center for Transformative Teaching Posts

Friday Fun with Core Learning Outcomes

As our college has been gearing up for its accreditation site visit, which happens next week, I’ve been thinking quite a bit about our seven Core Learning Outcomes (CLOs). Naturally, they play a fairly large role in the self-evaluation report that we’re submitting to the accreditors, so that’s one reason they’ve been on my mind. But I’ve also been thinking about connections among those college-wide outcomes, and how those connections inform in various ways EvCC’s ongoing Guided Pathways work.

Noodling about on that topic recently, I found myself wanting to visualize how many CLO connections there actually among the courses we offer. In particular, I wondered whether there might be certain clusters of courses that all support the same CLOs, even if the courses themselves are part of different departments, programs, or degree/certificate pathways. Here’s the visualization I came up with:

To get a sense of how courses in different divisions are connected to one another via shared CLOs, click on the name of a division you’re interested in. This will highlight all courses within that division. You can also click and drag any of the nodes representing an individual CLO; this will lock in place wherever you release it, which can make it a bit easier to see which courses are clustered around specific outcomes. Hover your cursor over an individual course to reveal the specific CLOs it introduces. (A larger view is also available.)

Do you see any interesting patterns in the network? Are there any groupings of courses you might not expect? How might visualizations like this help us see new connections or patterns that could help us approach our Guided Pathways efforts–particularly the process of developing pathways and program maps–with fresh ideas or insight into possible points of intersection across our college’s academic divisions?

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Why you should appear (at least sometimes) in your course videos

First, a shameless plug: EvCC instructor Joe Graber and I will be teaming up to offer a one-hour workshop on October 3 on using the EvCC lightboard, built by a team of engineering faculty, to create engaging and effective instructional videos. If you haven’t already done so, mark your calendar!

With videos on my mind recently, and with this being a time of the year when many faculty are creating new videos to share with their students, I thought it might be useful to address a couple of the myths, misperceptions, and generalizations about instructional videos that I encounter most frequently.

Students don’t need to see me in videos. All they need to see are my slides and the information I’m presenting. (Besides, I hate being on camera!)

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Storyline helps you tell stories with data

How frequently in your teaching do you use simple data to help students understand an important concept or trend, or to create opportunities for students to incorporate data into their own critical thinking around a particular subject or topic? Chances are you use data of some kind fairly frequently, even in disciplines that aren’t known for being particularly data-heavy. (As an example, in literature courses I taught I would frequently talk to students about, say, trends in literacy rates during the period we were studying, or shifts in newspaper circulation and public library memberships. In other words, I would share data that helped contextualize what we were reading in contemporary social, cultural, and economic conditions.)

All too often, when we use data in classes we treat it as something that is fairly static: a printed handout, an image on a slide, or a graph we draw on the whiteboard. There’s nothing wrong with that, exactly, but I often find myself wanting to give students a better entry point into data — and, more importantly, to help students understand the story the data can help us tell. “Teaching with data” is a broad category that can mean many things, but I take as one of its fundamental components a desire to teach students how to think with data and to construct meaning from it. So I was very excited to see that the Knight Lab recently released a tool for creating simple annotated charts. It’s called Storyline, and while its features are minimal I think it has great teaching potential.

Storyline is a web-based tool, and it’s so easy to use that if you know how to make a spreadsheet you can certainly make a Storyline. At the moment, Storyline makes it possible to generate a time-series line chart (essentially, a chart that shows a data variable over time) with up to 800 data points.

Unlike a static chart, Storyline allows you to attach brief textual annotations to individual data points. Here’s what it looks like in action:

The annotations are displayed in sequential order beneath the chart. Interaction with the chart can take two forms: clicking an annotated data point (those shown as circles on the chart) or clicking an annotation bubble beneath the chart. Go ahead — give it a try in the example above. And then keep reading to find out how to create your own…

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See the EvCC lightboard in action

Last Thursday’s Opening Week session on “Cool things faculty are doing in the classroom,” facilitated by my colleague Peg, was great fun–and a good chance for me to find out more about some of the thoughtful and innovative work EvCC faculty are doing. I learned something from every presenter, and as a result my notebook is now brimming with new ideas for future workshops, conversations, and potential blog posts.

For now, though, I’ll mention just one of the cool things from the session: Joe Graber’s demonstration of the lightboard he and some of his EvCC engineering colleagues have constructed over the past year and are now using to create videos for their courses. What’s a lightboard, you ask? It’s essentially a transparent, edge-illuminated chalkboard you can use to create videos that show you and what you’re writing at the same time. If that’s hard to envision, take a look at this demonstration video that Joe has created to show off some of the lightboard’s uses and capabilities:

This is DIY educational technology at its best!

Joe will be hosting an informal demonstration at 2:30 p.m. on Tuesday, September 19, in Whitehorse 109 if you want to stop by to take a quick look. Later this fall, we’ll also be offering a workshop on creating videos using the lightboard, combining a discussion of best practices in planning and structuring lightboard videos with an opportunity to visit the lightboard studio and give it a try yourself.

[Update 9/20/2017 — Joe an I will be facilitating a workshop on October 3, at noon, in Whitehorse 105. We’ll discuss recommendations for creating effective videos using the lightboard, then spend some time putting it through it’s paces. Light snacks will be provided, but bring your lunch — and your curiosity! For complete details, see our schedule of upcoming workshops.]

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New quarter, new stickers!

2017 eLearning Help Desk stickers displayed on a table. The sticker is a red hexagon with three cartoon superheros, accompanied by the text 'Help Desk Heroes'

You know it’s almost the beginning of the fall quarter when a new batch of eLearning Help Desk stickers arrives, fresh from the printers. Our Help Desk program is just one of the many ways we’re helping to facilitate peer-to-peer learning and support at the CTT.

If you want your very own 2017 edition sticker, stop by one of the eLearning Help Desk locations next week or drop by the Center for Transformative Teaching offices on the second floor of Gray Wolf Hall.

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Why we should learn students’ names

Many of you know that one of my favorite bloggers is Maryellen Weimer, editor of The Teaching Professor newsletter. In a recent post in Faculty Focus, Weimer reminds us that learning students’ names is just good practice. However, the inability to remember the names of possibly 100 students each quarter, and remember them for long periods of times (till next quarter? next year? next decade?) plagues us all. She writes:  “Names … why do we have such trouble learning them? For those of us who struggle with names, it never gets easier, no matter how many tricks we try. It can be embarrassing—to ourselves and to others. I remember once visiting a mall while out of town and hearing someone calling my name. Soon, a vaguely familiar person was greeting me with enthusiasm. ‘I am so happy to see you! It’s been so long? How are you?’ ”

Over the next few weeks I will be writing posts about “The 4 Connections.” Here’s the back story: about 2 years ago I was at a party and saw my friend Elliot Stern. Elliot is the Vice President of Instruction (VPI) at Lake Washington Institute of Technology (LWTech). He told me that several people from LWTech had gone to an Achieving the Dream conference and one of them went to a workshop given by staff from Odessa College in Odessa, TX. Think oil wells and Friday Night Lights. By way of introduction, they shared that Odessa had a large percentage of students who were not only struggling in their classes, but were ultimately dropping out. There was also a high rate of failure and huge equity gaps. In fact, they had the highest drop rate in the country. After a lot of research and soul searching, they discovered that there were four things that all faculty who had low drop rates were doing. They presented their DRIP program (Drop Rate Improvement Plan) that ultimately not only improved persistence and retention, but closed most of the equity gaps. Today they are an Aspen Prize winning college.

My friend Sally Heilstedt, Associate Dean of Instruction at LWTech, ran with this idea, and summarized it as “The 4 Connections.” They are: Interact with Students by Name, Check-in Regularly, Schedule One-on-One meetings, and Practice Paradox.

Let’s get back to the first connection of   Interact with Students by Name. Yes, it’s difficult to learn (and remember) students’ names. I struggled with this for a long time. When I was teaching at Michigan Technological University, an engineering school in the Upper Peninsula of Michigan, I swear every math class was populated by young men who all looked alike – 18 or 19 years old, blond, wearing a cap and Carharts. Of course we have a much more diverse population at EvCC, but remembering names is still a challenge. To address not only learning but remembering names, try this simple approach: On the first day of class, have paper and markers at each table (or easily accessible if there are desks). I like to raid the recycling bin for paper that has been printed on one side only and then discarded.  Have students make a name plate with the name that they’d like you to use. They should display it every day (for this reason I collected them at the end of class and had them available at the beginning of the next class). An added benefit was that if a name plate wasn’t picked up at the beginning of class, I knew that student was absent. Ask students to be sure to make their name legible and large enough for you to read from the front of the class. And, encourage students to address each other by name. Weimer writes, “Challenge students to learn and use each other’s name – None of this, ‘I agree with him.’ Who is he? What’s his name? Someone, please, introduce him to the rest of us. When you give students an activity like think-pair-share, always remind them to first introduce themselves to their partner.”

Two table name tags, one with the name 'Jason' and one with the name 'Debby' written on them. In the foreground are several blank sheets of paper and five markers.

Think about how this might improve the community in your classroom. Raid the recycling bin today and get ready for the start of Fall Quarter. And stay tuned for the next post on The 4 Connections.

 

 

 

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Panopto’s long tail

Last week I posted briefly about exploring some simple data showing how many EvCC courses use Canvas. This time around I’m turning my attention to Panopto, our video content management platform. Extracting useful information out of Panopto is a bit harder, so I figured I’d start with something simple: the total number of video hours viewed by (anonymized) course.

Let’s take a look:

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How many EvCC courses use Canvas?

I’m asked on a fairly regular basis how many courses at EvCC use the campus learning management system, Canvas, in some capacity. There are many reasons for this question–ranging from general curiosity to specific ideas the questioner may have about, say, the most effective methods for communicating with students–but until fairly recently I couldn’t provide a very reliable answer. That’s partly due to the fact that we automatically create an empty Canvas course (what we sometimes call a “shell”) for every course at the college, meaning we can’t automatically assume the existence of a course in Canvas indicates active use by the faculty member teaching that course. The difficulty in pinning down exactly how many courses use Canvas is also due, in part, to the many other purposes for which faculty, staff, and students use Canvas: clubs and student organizations; departmental or program-based groups; faculty and staff programs; and so on.

Unsatisfied with only being able to say that “many” or “the majority” of courses at the college use Canvas in some way, I set out last fall to develop a more reliable measure of Canvas use and its change, if any, over the past few years. I’m happy to say the results are in. By combining course information from our student management system with data from the Canvas API, we can quickly identify the subset of Canvas shells that correspond to courses students take for credit at the college. Then, within that subset, we look only at those courses that have been published and that have at least 3 students enrolled. (I won’t bore you with the details of why that is necessary, but in general it helps filter out a variety of unusual cases that might otherwise provide a false sense of the rate of Canvas use.)

This yields a reasonably good approximation of actual Canvas use for credit-bearing courses at EvCC:

As this chart shows, 83% of courses at the college used Canvas in the spring of 2017, up from about 68% when we first moved to Canvas in 2013.

Obviously, this doesn’t tell us anything at all about how Canvas is being used, or why, or whether it benefits students or faculty. There are other data that could help us begin to investigate all of those more nuanced and complex questions–and I hope to write about some of that here in the future–but these numbers alone doesn’t tell any of those stories. Still, it’s interesting to observe the adoption of this particular platform on our campus over time.

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Using Zotero in the classroom

Comic-book style graphic of explosion with the word Zotero superimposed
Pow! Zotero sure is exciting!

In a previous post, I introduced Zotero–a free, open-source research tool–and suggested exploring ways to use it in classroom activities and student assignments. Zotero has been part of many librarians’ research and instructional toolkits since its early days, so the idea that it should have a place in the classroom is by no means a new one. Instructors have also been incorporating it directly into their courses for some time, often with the explicit goal of improving students’ literacies and familiarity with individual and collaborative research practices.

One of the hardest things to do in the span of a single class is to contextualize new information so that students learn to see individual facts or concepts in relation to one another. A shared Zotero collection is one way to engage students directly in that process of contextualization, helping them develop a more realistic view of the depth and breadth of a particular field of study than is often possible in an introductory or survey course. As a bonus, it happens to be useful to you as an instructor as well, since the collection created by one cohort of students can become a resource to be used in future courses or, perhaps, to provide new examples or readings you can add to the course when revising it.

Let’s say that I’m teaching an introductory environmental science course whose purpose is to give students a broad conceptual foundation for studying both the environment and the impact of human activities on it. I’ve decided that I’m going to unify the various topics we’ll cover by focusing on a common theme that we’ll return to throughout the quarter: modern agricultural practices and the challenges of mitigating their environmental consequences while also feeding a rapidly growing human population. So while the course as a whole will include units that introduce atmospheric science, ecology, biodiversity, and so on, each unit approaches those specific topics by considering their effects on some particular aspect of agriculture, and vice versa. For example, a unit that addresses freshwater ecosystems might include a discussion of the effects of nitrogen runoff resulting from industrial agriculture.

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