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As a concierge, I think the workflow of me getting swag, sign up sheet from Marisa, being there for getting people workshop materials and then getting sign-up sheet back to Killian is working well.  It seems to make Lindsay's life easier.

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As a concierge, I think the workflow of me getting swag, sign up sheet from Marisa, being there for getting people workshop materials and then getting sign-up sheet back to Killian is working well.  It seems to make Lindsay's life easier.

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not to do the dead horse thing, but zoom.

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not to do the dead horse thing, but zoom.

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maybe shift in time? we need to make the call soon so that I can ensure space in Mell. I am holding a couple of options. maybe offering dessert/drink (but not full lunches)

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Get all workshops up on the website before the start of the semester

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Get all workshops up on the website before the start of the semester

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I know our workshops don't seem like a lot, but when we add in NFS, Leadership, mid-career, and other workshops that always pop up along the way, it's a lot (to me).

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A shift to focusing on department-specific workshops

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A shift to focusing on department-specific workshops

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I understand why we host workshops in Mell, same space as the faculty teach in, but other than showing a PowerPoint on all the screens and using glassboards, how are we really showing off all that the technology can do? Also, if we explore the idea of serving lunch again or providing snacks, Foy is far and above more convenient than Mell.

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Paper attendance sheet given to Killian after the workshop

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Paper attendance sheet given to Killian after the workshop

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Do the workshop as we normally do. Then do a Zoom session on a MWF day. Email the materials ahead of time and ask them to complete them prior to the interaction. Deliver the content (7 mins) and answer questions from the audience. Record these sessions to be saved in Canvas Catalog course.

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We are seeing a lot more GTAs participating in our workshops

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Q3I find that these 75 minute sessions tend to be too packed with things, thus we really did not have time to cover everything. One thing that could work is having the Course Wrapper sent to us BEFORE the actual session. In that way, it would make more sense the whole process and the exchanges in our small groups would be more significative.

Q5 My comment above about this session (Teaching Statement) also applies to other workshops. In a number of sessions (including the Summer (Re)Design one), the engagement with our colleagues has taken over the possible items you (the Biggio team) wanted to cover. I would say, a more realistic agenda for a session can include some more "before session" tasks so the exchanges are more fruitful.

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No helpful critical comments in this one. They still like what they've always liked. One "Disagree" on the "How well did this session meet the following objectives..." questions

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Q3 - How might the session be improved?
Showing records 1 - 9 of 9

No idea: I thought it was well designed to fit the available time.

Perhaps similar to the syllabus workshop, having to bring an assignment for paired review (this might also be paired with something to apply the some
of the critical thinking cues we were given)? Adding more (structured) opportunities for critiquing equality in assignments outside of the given rubric
(we discussed things like first gen students not knowing how to reach out to professionals but perhaps a worksheet for some of those items too)?

Perhaps if there's a nice example, tips for how to use class time to show examples of good work and what to highlight/how with students?

Perhaps a few real world experiential examples would be useful

I don’t have any suggestions at this time. It was a well put together workshop.

we might bring our own assignments --though I understand there are time constraints

give a good example of a STEM assignment and/or get stem professors to do this workshop!

No way except more people should come and share!!

Provide time to discuss our own assignments and workshop them together
More group work?

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Transparent Assignment Design & Gritty Teachers were well attended (comparable to other workshops this semester) and got great feedback from participants regarding value. Using new / breaking research to design workshops is working well for our "level up" frequent flyers as well as newbies.

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Factors:
Topic of Workshop
Time/Location of Workshop
Marketing of Workshop

Questions:
WHO is our audience?
WHAT do they want?
HOW do we appeal to them?
WHERE/WHEN should the workshops be?

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The feedback we received aligned with our own evaluations of the workshops. We've already implemented some changes (such as presenting from the front) and plan to condense/combine our offerings.

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We are reaching several faculty consistently and they keep coming back. This is a crucial indicator that we have created and maintained long-term, meaningful relationships with faculty.

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Did we get what we wanted (feeding workshop attendance to SGIF)?

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Getting more department heads/chairs to attend leadership workshops

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Getting more department heads/chairs to attend leadership workshops

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Is it possible to automate reminder emails two days out?

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Is it possible to automate reminder emails two days out?

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Create a concierge bag where we keep markers, erasers, pens, notecards, etc. so that it's a grab n go situation

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Create a concierge bag where we keep markers, erasers, pens, notecards, etc. so that it's a grab n go situation

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I wanted to send a quick note to elaborate on my answer to question 5 on the feedback form today.

When I was a graduate student I took a series of classes that were specifically designed for graduate student instructors that were incredibly helpful.  I don’t know how common it is campus-wide to have phd students as the instructor of record for a class, but we have some every semester in industrial engineering.  I know that some of our grad students have gone to a couple of Biggio center workshops but I think that if there is enough demand that it would be incredibly helpful to have a one day workshop for phd student instructors at the end of each semester for the ones that would be teaching for the first time in the upcoming semester.

And then for my note about college specific workshops/support/activities: there have been some workshops and discussions that I have participated in where I was one of the only people from engineering and it was very obvious that the experience in my classes is different from others (this is most common in diversity workshops because people in humanities etc have class discussions and content that naturally touches on hard issues about race and gender etc, but we can gloss over all of that in engineering in most cases if we choose to).  It is a great learning experience to know what is the same and different across campus and apply all of that to engineering.  In the workshop this week with just engineering faculty- it was a very different experience because we didn’t have to have any side points in our groups about what kinds of problems we encounter in engineering or the content covered – we all have that same background and got to really dig into field specific criteria and target the things that come up in our discipline with some shared vocabulary and experience.  I think that it might be easier to get more faculty to attend some college specific workshops as a gateway to participating in other Biggio center programs because they would see the immediate application in the first round and then at least have the familiarity with the center and all of you who run it to make/find other chunks of time for the campus wide offerings.

That ended up being a little wordier than I was shooting for, but hopefully the thoughts were clear enough.

Thanks for inviting me today – I haven’t ever done a focus group like that and it was a very interesting experience.

Have a great afternoon!

erin

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The Series Scenario seems to work well. 

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The Series Scenario seems to work well. 

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What worked for your learning during the session?
I participated via Zoom. It showed me what it is like to be a student working from outside the live classroom.
I liked being able to participate in a break-out session. It showed me how it break-out sessions might be useful for large classes.
Introduction to available technologies was very useful.
Small group discussion
Learning about tools
How might the session be improved?
Sound. I had trouble hearing what was being said by the people attending the live session.
I felt left out of the classroom discussion.
N/A
Technology was somewhat cumbersome
What teaching idea, concept, or tool that you learned today do you plan to...I plan to incorporate padlet in my class later this afternoon.
Mentimeter was interesting.
I will try out the options that are university supported such as zoom
I would love to complete a case study during a zoom session next semester in an online course to create an engaging learning environment.  |
Backwards content design

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Registration: 237

Attendance: 135

Best Attended:
Inclusion and Diversity #1 @ 17

Least Attended:
Syllabus Tune Up and Feedback &  Teaching Feedback #1 @4

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Registration: 116

Attendance: 80

Best Attended:
iClicker Demo @ 32

Least Attended:
Instructional Technology Open House & Just-In-Time Alternatives to Face-To-Face Teaching @ 1

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Registered for Zoom: 33

Attended via Zoom: 11

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1. Motivation
2. Metacognition
3.

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Collaboration between Teaching and Tech and possible the "Reacting to the Past" folks?
1. Gameful Learning (Brandon and Lindsay)
2. Reacting to the Past (guests)
3. Escape Room Syllabus (guest lecturer, Dan Childers)
4. AR/VR (Wiebke? Guests?)
5. Digital Badges (Lindsay)

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Leader: Garry Morgan

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Leader: Betsy

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Leader: Edward

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I think we drew in some significant new faces when we did yard signs. I'd like to explore this again to see if it was truly the yard signs or if it was EASL Academy round 1 that drew people. 

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I think we drew in some significant new faces when we did yard signs. I'd like to explore this again to see if it was truly the yard signs or if it was EASL Academy round 1 that drew people. 

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Ideas captured from previous DevDev/other meetings

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Ideas captured from previous DevDev/other meetings

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ROTC/Veterans

Art Museum (LD)

Tech: Qualtrics with Assessment?

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Developing professional boundaries between self and department, and self and students

Who and how to talk to someone when you feel overwhelmed/overworked/working more than contracted

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Co-sponsored by the Office of Sustainability, facilitated by Heather Hackman on February 13, 2019, already set for lunch time.

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Thanks for collecting this Wiebke!

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Universal Design

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Using iCal invites in the confirmation email

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3-5 days prior to the workshop having materials complete and ready to share

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1. Informing faculty how to use SmarterProctoring/rolling out HonorLock/etc.
2. Testing tweaks to free up class time.

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1 - Informing
2 - Testing services available

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What Students Expect in Canvas
Just-in-Time
Design Tools
Outcomes w/ Teaching