Last week, the LDS Team was literally spread all over this great country of ours… Jenn was in Alberta, and the rest of us were spread out between Rice Lake and Lake Ontario, running workshops, presenting, and learning…
If you’re looking for a template to help self-assess learning outcomes, try this Scoring Guide to Assess the Quality of Intended Outcome Statements from the awesome Ruth Stiehl, author of The OUTCOME Primer: Envisioning Learning Outcomes. Last week, Katrina Van Osch-Saxon, faculty member from SENRS, gave it a whirl and she said: “I have read a few learning outcomes and thought “Huh, what does that even mean?” So after creating new L.O.s for my course, I used the Scoring Guide (passed along by the pedagogical whisperer) and I think EVERYONE should have this and use it! I like easy, and the Scoring Guide made it simple to evaluate all of the new outcomes I created for my course. It makes you really think about what you are teaching, and what the expectations are for the students, which is the point, right?!”
D2L Thing of the Week: Grades
Nothing is more satisfying in life than making this annoying note go away from your D2L grade book. That’s because it means you’ve created a happy grade book. If D2L were a Super Mario game, that note would be the Bowser at the end of the level. You have to jump on its head three times to make it go away. Here are the instructions for defeating the D2L Bowser (starting on Page 4). Let us know if you need help. We’ll be Luigi to your Mario.
Faculty D2L Level Two is now available…
In this mastery-level course you will:
- Spend time thinking and learning about new ways to create and present content in your course pages;
- Learn and try out the new Virtual Classroom tool and other communication tools; and
- Learn about rubrics, and badges, and awards… oh my!
You can self-register for Level TWO on D2L, in the Help and Information Widget (yellow-header, right-hand side, scroll ⇓).
Policies and Procedures
Academic Integrity – What do you do if you find evidence of cheating or plagiarism in your classroom?
Academic integrity in teaching, learning, and research is fundamental to a learning organization. There is an expectation that all faculty, staff, and students adhere to a high standard and that violations (such as cheating and plagiarism) should have serious consequences, but how do we evaluate academic integrity?
Currently, breaches of Academic Integrity at Fleming College are based on a four-strikes-and-you’re-out policy. Breaches of academic integrity are reported by faculty, in writing, to the Registrar. The details are contained in the Academic Regulations Policy 2-201. A new policy is currently in the works and we will update you when that policy is implemented.
The Tutoring & Academic Skills Centre: An Origin Story
Many years ago (2 or 3 to be exact), there was a Fleming College department known as Learning Support Services, and then it became The Learning Centre. Eventually, we all realized that we use the word “learning” too much around here. So much so, that it got watered down and no one knows what any of it really means. I mean, like, we’re all learning here, right? It’s a school! We all learned a lesson from that (except for the Learning Design & Support Team; they didn’t get the memo).
Amid all of this drama, was a group of people helping students directly with what they really need. They are the unsung heroes of the college. And now they have a name to suit their hero status: the Tutoring & Academic Skills Centre (If we want, they can be colloquially known as the T.A.S.C. Force). Check out one of our heroes describe their services, and here is the T.A.S.C Force website.
See the Services for Students section next for more information on what they do for students and how you can refer students to them.
Services for Students
Tutoring. One-on-one or small group help in an area in which the student needs help. A service for students doesn’t get much better than that. But wait, there’s more!
- It’s free (Michael does accept bribes, though);
- It’s for everybody;
- There are one-on-one, or small-group sessions;
- Drop-in sessions occur for Math, Writing, Test Prep & Success Strategies; and
- There is additional support for students registered with Accessible Education Services.
So, should your students maybe know about this service? Ummmm, yeah!
- Your students can book an appointment for a tutor online here.
- Or, students may be able to become a tutor themselves here.
In summary, if you tell your students about the T.A.S.C. Force, they will probably think you are a super cool teacher who cares about their success in your course.
As mentioned above, most of our LDS Team was away at conferences last week. Terry and Alana attended the Advancing Learning Conference.
On the first day of the conference, Terry co-presented with Dennis Vanderspek on the COMM 201 and COMM 202 redesign and their shift to being more open by including blogging as a major focus of student learning. If you are curious about the resources were shared in this presentation, here is the resource Terry created. Terry finished off the conference by sharing and showcasing the Faculty Patchbook; he even engaged a few new contributors to the open textbook project: Yay, Terry! Here is the slide deck Terry created for his presentation.
Alana attended the conference on Thursday (Day 2) and shared the story of this blog. Her session was entitled, Just in Time Learning, a brief history of a faculty development blog; you can check out her slide deck here.
We’ll feature where our other team members were and what they shared and learned next week..
So, how was your week?