GTA Weekly Bulletin
Center for the Enhancement of Teaching & Learning
The Center for the Enhancement of Teaching and Learning (CETL) weekly email bulletin features news, upcoming events, and teaching resources tailored to the teaching needs of Graduate Teaching Assistants at South Dakota State University. It is typically sent on Tuesdays.
Week of April 3, 2018
Deadline Approaching for CETL Teaching Certifications
Please submit documents by Monday, April 9, 2018 for this year’s CETL Certificate of Teaching Excellence and CETL Certificate of Highest Excellence.
For more information refer to CETL’s website or email CETL Assistant Director Shelly Bayer: Shelly.Bayer@sdstate.edu.
CETL website: Certification Requirements
GTA Workshop Series Continues
This spring’s GTA Workshop Series is focused on the seven research-based principles of effective teaching emphasized in How Learning Works by Ambrose, Bridges, DiPietro, Lovett, and Norman (2010).
University Graduate Teaching Assistant Workshop #7
Why Do Student Development and Course Climate Matter for Student Learning? (Learning Principle 6)
Tuesday, April 3 (1-2pm) or Wednesday, April 4 (3-4pm) - SBL 125
Presenter: Dr. Katherine Bertolini, Teaching, Learning, and Leadership
Registration Link: https://gtaworkshop7sp18.questionpro.com
GTA Workshop – Updated Date
University Graduate Teaching Assistant Workshop #4
How Does Students’ Prior Knowledge Affect Their Learning? (Learning Principle 1)
Friday, March 16 (10-11am) – POSTPONED
NEW DATE: Thursday, April 12 (1-2pm) – Briggs 130
Presenter: Dr. Tanya Gupta, Chemistry & Biochemistry
For more information and registration for the entire series, please follow the link below:
Professional Development Webinar Focused on Academic Integrity
Move From “I Caught You" To "I Taught You” - Creating A Culture Of Academic Integrity
Thursday, April 5, 2018 ~ 2:00-3:00 pm
Where: From Your Office! (And if you can’t make the live date we will have this session available for viewing for a full year)
This webinar addresses the different concerns about—and definitions of —“originality” across the units within higher-education institutions; provides a framework of three key types of academic-integrity strategies and matches those strategies to the needs of instructors, departments, and institutions; and offers examples of each academic-integrity strategy, best practices for each, and practical implementation tips.
Faculty members utilize many tactics to help ensure that the work their students perform is conducted under rigorous conditions and is created by or carried out by the students themselves. A lot of campuses, though, are finding that the big-database approach to academic integrity isn’t a one-size-fits-all solution (Lancaster & Culwin, 2007). That’s because there are various definitions of “originality” across the units of higher-education institutions.
Faculty members can undertake several specific actions to foster academic integrity across campus and in their courses. This webinar will share concrete practices you can use tomorrow to communicate expectations clearly for ethical conduct, which is much more effective than it is to have to catch cheaters after the fact.
Moving from “I caught you” to “I taught you” involves more than just sending student work to a database, but it’s worth the effort to understand originality regarding the expectations of the various disciplines across your campus.
Objectives for this Session:
- Define originality specifically for the sciences, humanities, and social sciences
- Customize academic-integrity strategies to the discipline taught and level of rigor expected of learners
- Adopt academic-integrity strategies to create and sustain a climate of ethical behavior
Faculty Focus Spring Schedule
The Future Faculty Focus program provides support and resources for those interested in pursuing teaching positions in higher education.
Spring 2018 Schedule
Session 3 Friday, April 13 @ 2pm (Briggs 125)
Q&A with New Faculty
Session 4 Finals Week (TBD)
Teaching Portfolio Feedback Session
Training in 20 – CETL Showcase Webinar
How Can I Manage the Disconnect Between Faculty and Student Perceptions of Rigor to Increase Learning?
You can’t dispel students’ misperceptions about difficult coursework if you’re unaware of what these misperceptions are. This program 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.
This webinar can be accessed by clicking here! You will be asked to login to gain access to the webinar. To utilize the SDSU login please follow the steps found here! Please remember you must complete the free access/subscription information to access these webinars.
Articles of the Week
The slacker may not be a slacker. It could go much deeper than that.
This series of articles focuses on perceptions regarding women and power in higher education.
2018 IDS Summer Academies
Instructional Design Services will host the 2018 Summer Academies. The academies are designed to help SDState faculty, staff and graduate teaching assistants develop comprehensive technology skills and competencies in the established SDState Active Learning Cloud environment. The sessions will help meet the challenges of using miscellaneous SDState-supported Cloud services and technology applications.
The academies are hands-on learning workshops on three themes. All SDState faculty, staff and graduate teaching assistants are invited. All sessions will be conducted in Pugsley 105. Participants can select any of the sessions to participate.
Applicants must complete an online form no later than April 6:
Questions can be directed to: SDSU.IDS@sdstate.edu.
Conferences on Teaching and Learning
If you are looking for an opportunity to engage in professional development focused on Teaching, Learning, or the Scholarship of Teaching and Learning the following conferences are great opportunities.