Investing in Faculty Creating Powerful Courses

Certificate Programs and Course Design








Providing Instructional Feedback for Teaching Effectiveness

Teaching Feedback and Effectiveness








Developing Learning-Centered Teaching Excellence

Professional Development and Workshops








Cultivating Innovation by Building Community Relationships

University Initiatives and Collaborations








Fostering and Recognizing Teaching Excellence

Teaching Awards and Recognition








Creating Effective Instruction by Leveraging Scholarship

Resources, Research, and Conferences

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Upcoming Events

Whether presenting information in class, emailing/posting important announcements, or interacting with students in office hours, much of our time as instructors is spent communicating. This workshop will present: (1) a review of communication basics, (2) a discussion of common types of communication that we encounter as instructors (i.e., interpersonal communication, group communication, public communication), and (3) provide strategies for improving communication skills both inside and outside of the classroom.

This Event

Textbooks are a helpful tool for teaching course material. However, they are not easily customizable to match course learning objectives and tend to be expensive (so expensive that some students cannot or will not buy them). This workshop will focus on opportunities faculty have to transform teaching and learning by leveraging Open Educational Resources (OER) and licensed library resources. OER are "teaching, learning, and research resources which reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge" (http://www.hewlett.org/programs/education/open-educational-resources). OER are being adopted, adapted and created by faculty for a wide variety reasons, including student affordability, learning resource customization, and experimentation with open pedagogy/authentic assessment (shifting student engagement from consumption of facts to contribution of knowledge.)

This interactive workshop will present the case for OER, research on OER, how and why various faculty use OER (and other at-no-additional-cost-to-students), and explore several potential ways to implement open educational resources in your courses.

*Participants are requested to bring a web enabled laptop or tablet, a list of course objectives, and information about their currently assigned textbooks and software.

This Event

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This Event

The "Pedagogy in Practice" publication provides an avenue to share the stories of Virginia Tech faculty members who are engaging students in rigorous and rewarding educational experiences through the creation of effective learner-centered pedagogy.

This event will include a panel of faculty members from the 2014-2015 issue of "Pedagogy in Practice." The panelists will discuss their work highlighted in the publication, and audience members will be able to interact with the panelists during a Q&A session and reception. The panelists include:

- Timothy Baird, Geography
- John Chermak, Geosciences
- Thomas Tucker, School of Visual Arts; Todd Ogle, TLOS; & David Hicks, School of Education
- Aki Ishida, School of Architecture + Design
- Vinod Lohani, Engineering Education
- Mitzi Vernon, School of Architecture + Design

This reception is also designed to recognize the faculty members included in the 2014-2015 issue of "Pedagogy in Practice." Colleagues, department heads, family, and friends of those being recognized are encouraged to attend.

Note: Those who wish to bring guests should simply register those individuals separately.

This Event

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This Event

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Conference on Higher Education Pedagogy

February 10-12, 2016

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Special Meeting for End of Course Evaluations

March 1, 2016

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Conference on Teaching Large Classes

July 21, 2016

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Faculty in the Spotlight

Aki Ishida
Architecture + Design

Media and Contexts

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The course Building Materials is taught based on the belief that students learn best if they are introduced to major building materials through multiple media and contexts, both inside and outside the lecture hall.

John Chermak
Geosciences

Passion and Innovation

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As the educational literature demonstrates, an inspirational and passionate teacher is important in helping students determine their eld of study and career choices.

Mitzi Vernon
Architecture + Design

Form and Function

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This is a short story about two parallel projects. A team of 20 industrial design students decided to design and build a traveling exhibition about form.

Assessment and Evaluation of Teaching Quality

Description

A Formative Mid-Semester Instructional Evaluation provides an opportunity for faculty members to gather structured feedback from their students regarding the functioning of the class and the quality of student learning. These evaluations typically occur around mid-semester so that faculty members may modify their classes to enhance student learning and performance.

  • What aspects of class are going well?
  • What aspects of class might need improvement?
  • What changes in the course would benefit student learning?

Additional questions may be added at the faculty member's request; however, the number of questions on the feedback form should be kept small.

Scheduling

Formative evaluations are scheduled as needed based on the faculty member's class schedule. These evaluations should be scheduled at least 3-4 weeks in advance to make sure CIDER staff are available to conduct the evaluation.

Feedback

The faculty member will receive two letters, the first letter simply indicates that the evaluation took place, including the date, time, location, and class, while the second letter contains the feedback from the students. Faculty members will meet with the CIDER evaluator within a week to discuss the student feedback.

Interested?

If you are interested in engaging in a formative evaluation for one, or more, of you classes. Please click on the "More Info" button and follow the link to schedule the evaluation.

More Info

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CIDER Impact in Pictures

TEDxVirginiaTech
 

TEDxVT is a local instantiation of the world-wide TED talks where speakers are Virginia Tech students, faculty, staff, and administrators, or local community members. Interested in views previous TEDxVirginiaTech talks? Visit the TEDxVirginiaTech archive.

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Conference on
Higher Education Pedagogy

The conference is a showcase for best practices in teaching and learning, as well as the research that provides evidence of best practices. Ultimately, the conference will provide knowledge and skills related to the teaching and learning that participants will find immediately useful..

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Conference on
Teaching Large Classes

The conference is a showcase for best practices in teaching and learning in large classes, as well as the research that provides evidence of best practices. The conference will provide knowledge and skills related to the teaching of large classes that participants will find immediately useful.

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CIDER Honors Ut Prosim (That I May Serve)

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Professional Development Teaching Certificates

Description

The Early Career Teaching Certificate program provides a learning community and support structure within which faculty can become better teachers. Those within their first six years of full-time teaching in higher education are encouraged to apply to be a participant in this certificate program. Activities, topics, and interactions have been developed and customized to meet the pedagogical needs of those early in their career.

The first semester of the program emphasizes practical, theoretical, and empirical knowledge of scholarly teaching and learning. During the second semester of the program faculty apply learner-centered teaching and learning fundamentals to create/re-design a course they will teach the following semester.

Ultimately, this certificate is designed to be immediately useful and to provide faculty with the tools necessary to teach well.

Program Goals

  • design effective learner-centered instruction that emphasizes core curricular ideas and focuses on student learning. (PLANNING)
  • apply fundamental learning principles toward the creation of learner-centered instructional environments. (LEARNING)
  • integrate assessment into instruction, viewing assessment as both a component of student learning and a component of what students have learned. (ASSESSMENT)
  • respect the institutional and cultural contexts within which college teaching occurs. (CONTEXT)
  • implement instruction that is focused on and fosters student learning. (TEACHING)

Interested?

If you are interested in engaging in a certficate program, please click on the "More Info" button and follow the link!

More Info

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Recognition and Awards for Teaching Excellence

Recognition

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  • Teacher of the Week
  • Thank a Teacher
  • Pedagogy in Practice

Awards

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  • University Awards
  • State Awards
  • National Awards

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Teacher of the Week

Marlene Preston, Communications

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SCHEV Outstanding Faculty Awards

January, 2016

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CASE Virginia Professor of the Year

November, 2015

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