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Call for Applications for the Connecticut Open Educational Resources Grant Program is open for all Connecticut faculty.
During its inaugural year, the grant program was able to support 1,015 students from 13 different institutions across 60 course sections to avoid over $171,000 in textbook costs. On average, 90% of those students completed their coursework with 79% of those students receiving a letter grade of ‘C’ or better.
Public Act 19-117 Section 147 has provided over $90,000 for this second grant round for faculty and academic departments within Connecticut’s higher education institutions to explore, adopt, supplement, and create Open Educational Resources (OER).
The deadline for applications for this opportunity is February 15th, 2021.
In support of this call, the council has scheduled three information sessions for those interested faculty:
Register for information sessions here.
About the grant opportunity
The Connecticut Open Educational Resources Coordinating Council is pleased to announce the return of the Connecticut Open Educational Resources Grant Program to continue the support of Connecticut higher education institutions’ efforts to increase access, affordability, and achievement for students through the incorporation of open educational resources (OER). The grant program focuses on OER opportunities in “high impact” areas – courses with high enrollment and high textbook costs for which high-quality OER already exists.
The Connecticut Open Education Resources Grant Program is available to all Connecticut higher education institutional faculty and will support projects in the following categories:
For more information, including instructions, evaluation criteria, and requirements of grantees, please visit the Connecticut Open Educational Resources Grant Program site.
CELT Talk – Grading Woes
Wednesday, December 9, 2020 | 10:30 am | 1 hr
Phineas and Ferb – Somebody Give Me A Grade [and make it an “A”] (1:50)
https://youtu.be/GQ149r4NHks (video)https://www.youtube.com/watch?v=g4MjsgNDZBg (lyrics for singalong)
How to deal with grading dilemmas?
Present your questions and share your insights:
See VPAA academic announcements for webex link.
CELT DISCUSSION – Crisis? What Crisis? *
*Album cover – Supertramp: Crisis? What Crisis? Released 11/29/1975 (source: https://en.wikipedia.org/wiki/File:Supertramp_-_Crisis.jpg)
Wednesday, December 2, 2020 | 10:30 am
Join the conversation:
See what others say:
A World Economic Forum analysis published on 11/3/2020 points out that COVID-19 exposes existing tensions regarding the value of university education. It stipulates that COVID-19 means that universities might shrink or implode. It states that Universities are cornerstones of society and must be preserved.
An October 2020 KPMG International industry analysis of the higher education sector predicts the end of a golden age for universities, that a disruption is underway in higher education, and that change and adaptation are critical for institutional survival.
On October 22, 2020, the US-based National Student Center Clearinghouse Research Center published an updated report on the impact of COVID-19 on US higher education enrollments. To highlight unique enrollment patterns that are attributable to the pandemic the Center reported year-over-year percent change in enrollment between 2018-2019 and 2019-2020 based on the same institutions reporting in 2018 and 2019. The data shows that COVID 19 lead to a broad and clear decline in undergraduate and freshmen enrollments and to steep declines in enrollments of minority students and students in community colleges.
Wednesday, December 2, 2020 | 10:30 am | (UTC-05:00) Eastern Time (US & Canada) | 1 hr
By Webex, see VPAA academic announcements for details.
CELT WORKSHOP – Teaching “To Do” List for Spring 2021
Wednesday, November 18, 2020 | 10:30 am
Why now, so early?
Why should I care?
What to do next? To be discussed:
Wednesday, November 18, 2020 | 10:30 am | (UTC-05:00) Eastern Time (US & Canada) | 1 hr
Nominations are being accepted for campus-based and system-wide recognitions of excellence in teaching or research/creative/scholarly work by full-time, junior faculty members and part-time faculty members of the Connecticut State Colleges and Universities.
Teaching Awards $$$
The awards are given to recognize faculty who have distinguished themselves as outstanding teachers for at least five years and have a minimum of two years’ record of accomplishment of promoting instructional improvements for the programs/departments. Each CSU institution may nominate a campus-based awardee and a system-wide awardee will be chosen from this group.
Research Awards $$$
The awards are given to recognize faculty from the state universities who are doing exceptional research/creative work. Each CSU institution may nominate a campus-based awardee and a system-wide awardee will be chosen from this group.
Adjunct Faculty Teaching Awards $$$
The awards are given to recognize part-time faculty who have distinguished themselves as outstanding teachers with a record of accomplishment of increasing student learning and promoting instructional improvements for the programs/departments. Two applicants might be selected to receive system-wide awards.
Please submit your nominations to the committee at email@example.com by November 27, 2020
More information can be found at http://www.ct.edu/faculty/awards.
November 13th, 2020
Title: Supporting self-management and academic engagement in graduate level behavior analytic course work
Author: Charlotte C. Mann, Department of Counseling and Applied Behavioral Studies, University of Saint Joseph
Abstract: Autism Spectrum Disorder (ASD) is characterized as a developmental disorder that negatively impacts social functioning (American Psychiatric Association, 2013). As a result, navigating college can present a particular challenge for individuals with ASD relative to their typically developing peers. Individuals with ASD represent an estimated 0.7-1.9% of the college population (White, Ollendick, & Brey, 2011) and evidence suggests that this number is growing. The Massachusetts Department of Higher Education surveyed college student disability services departments and 25/26 departments reported that the number of students with ASD on their campus had increased over the past 5 years (p 95; Report from the Governor’s Special Commission Relative to Autism, 2013). Approximately 17% of the 50,000 youth diagnosed with ASD who leave high school every year in the United States attend a 4-year college or university (Roux, Shattuck, Rast, Rava, & Anderson, 2015). Though more students with ASD are entering college, reviews of attrition and graduation records found that the completion rate for these students is 79.5% (Roux et al, p 46), a full 10 points lower than college-students with other disabilities. High attrition rates are concerning both for the students with ASD who are not attaining degrees and for post-secondary institutions that are losing qualified students. This presentation will highlight recent advancements in research orbiting around what faculty and administrators can do to facilitate the success of students with ASD in their classroom.
1. Explain how the core diagnostic features of ASD may present challenges to college students.
2. Describe how universal design techniques can be used to improve the experiences of all students in their classroom.
3. Identify at least 1 strategy that can be incorporated into their pedagogy to support students on the autism spectrum.
To register and for more info, visit the Online Teaching of Psychology Conference page
Author: Meghan Brahm, Ph.D., BCBA., LBA-CT. Assistant Professor, Southern Connecticut State University
Abstract: Given the increase in online psychology programs, the need to support student’s proficiency in self-managed academic behaviors continues to grow. Self-regulated learning strategies and academic self-efficacy have been studied in relation to both traditional and online learning. Research has shown factors such as metacognition, effort regulation, critical thinking, and academic self-discipline to be related to academic success. However, there remains a gap in understanding the discrete behaviors and operations which predict online success. Additionally, there remains a difficulty in supporting students who lack these skills and related motivation through online course completion. This presentation will discuss the use of electronic self-management methods applied to observable and measurable academic behaviors. Discussion will offer a framework for the use of student lead self-management tools specific to graduate level applied behavior analysis courses.
1. Identify discrete behaviors predictive of academic success.
2. Describe barriers to academic success in virtual environments.
3. Describe how self-management strategies may impact student’s academic behavior.
Title: Let’s Discuss It: Research Based Techniques for Initiating and Sustaining Engaging Class Discussions
Author: Maya Aloni, Department of Psychology, Western Connecticut State University
Abstract: Teaching and learning through class discussions has many benefits for developing students’ critical thinking skills and fostering a sense of community. However, it is challenging to engage all students in a course, as well as to sustain the conversation at a high-level once it has been initiated. One way in which these challenges can be overcome is by creating effective discussion prompts as well as assigning students to discussion roles. The presenter will first review research on best practices for designing effective discussion prompts and will share an exercise she developed for constructing discussion questions. She will then review research on the effectiveness of assigning students to discussion roles and will demonstrate how she has implemented these roles across various class settings (i.e. synchronous vs. asynchronous, in-person vs. online, large class vs. small groups) and course levels (e.g. introductory, sophomore and capstone).
Participants in this presentation should be able to:
1. Identify the benefits and challenges of sustaining an engaging class discussion.
2. Distinguish between effective and ineffective discussion prompts.
3. Articulate how discussion roles can be utilized to facilitate discussion.
4. Apply the material covered in this session to their own courses.
Title: Active Student Responding to Increase Student Engagement in Online University Course
Author: Stephanie A.C. Kuhn, Department of Education and Educational Psychology, Western Connecticut State University
Abstract: Data suggest that just over one third of students in post-secondary education settings enrolled in at least one online course (IPEDS, Spring 2018). In an unprecedented situation in the spring 2020 all universities were forced to quickly move courses online after the onset of the Covid-19 pandemic. It is unclear how this will influence student enrollment in online courses in the future. Regardless, there is a role for online learning in post-secondary education settings. There are challenges that come with online teaching, one of the primary ones being student engagement. Research has shown that promoting active student responding in course activities increases engagement. This presentation will detail the use of specific methods and technology to incorporate active student responding in online courses. Preliminary data on the effects of an active student responding components in a graduate level program will be presented and discussed.
Title: Online Behavioral Instruction: An Introduction
Author: James W. Diller, Department of Psychological Science, Eastern Connecticut State University
Abstract: Within the context of higher education, behavior analysts have made substantial contributions to the development of effective instructional techniques. These techniques typically involve frequent opportunities for active responding, individualized feedback, breaking material into small units, and the management of consequences to promote learning. Although many of these strategies were developed prior to the advent of online education, they can be applied in this environment. This presentation will describe behavior-analytic instructional techniques including interteaching and personalized systems of instruction, with a focus on how to carry out these techniques in an online instructional setting. Best practices, derived from the existing research literature, will be described.
Viewers of this presentation should be able to:
1. Define behavioral instruction.
2. Explain the research support for behavioral instruction techniques.
3. Describe how to use behavioral instruction techniques to promote online learning.