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Unleashing the Genius as an Adobe Creative Campus
No full textAs institutions seek to address the systemic inequities that impact Black, indigenous, and people of color (BIPOC) students, this presentation will highlight the importance of digital fluency on the career preparedness and social mobility of students. As the first Historically Black College and University to become an Adobe Creative Campus, Winston-Salem State University has seized this opportunity to embed digital tools into our courses while maintaining alignment with program and course-level objectives. This presentation aligns with the conference theme because faculty development requires collaboration among various campus stakeholders. With intentional technology integration, students explore the value of digital storytelling.
Digital fluency is imperative to prepare students for an evolving educational landscape and changing world. The usefulness of technology as a communicative tool to advance social change is at the forefront of our institutional strategy. During this presentation, we will describe the Adobe Creative Campus program, illustrate the uses of the Adobe Creative Cloud Express application, and examine the impact of digital fluency by sharing examples of course assignments, rubrics, and student work. By utilizing technology, students develop skills to address prevalent challenges in society. Consequently, digital fluency strengthens engagement and unleashes the genius of students
We Have Seen This Before: The Racial Status Quo and “Anti-CRT” Discourse.
Get PDFThis essay discusses the recent ban on Critical Race Theory (CRT) sparked by a presidential memorandum in the early Fall of 2020. To do so, we look to the past and draw on Anti-NAACP discourse to underscore how the recent attacks on CRT manifest from the same white supremacist power structure that previously sought to halt racial justice. This essay closes with a discussion of recent white supremacist discourse and its impact on public education across the U.S
What Does 2SLGBTQIA+ Identity and Other Non-Normative Identities Have to Do With Mathematics Teaching and Learning?
Get PDFIn the last decade or so, many educators, researchers, and national and local mathematics organizations have sought to create targeted programs, frameworks, and educational supports (for teachers and students alike) to address disparities in who we see as a “math person” and who has access to high quality mathematics. Too often, however, queer and transgender people are left out of these initiatives, frameworks, and conversations about equity and increased representation. Many times, the exclusion of queer and transgender identities from talks of equity, diversity, and inclusion comes from the ways in which queer and transgender identity is often rendered invisible, “divisive,” or irrelevant in PK-12, and sometimes even PK-16, settings, particularly in mathematics. This article provides an argument as to why considering queer and transgender identity in mathematics teaching and learning is not only relevant, but essential. The article also provides considerations for making our schools and mathematics classes more queer and transgender inclusive
Exploring the Mathematical Agency of a Multilingual Child With an Identified Learning Disability
Get PDFIn this article, I illustrate how one student, Carlos, who is an emergent bilingual with a learning disability, expresses his mathematical agency dynamically and fluidly in multiple languages throughout 12 teaching sessions centered on mathematical discussions. The findings of this study show how Carlos made sense of fraction word problems, felt empowered to engage in conversations with peers about his thinking, and took ownership of his strategies. Implications areoffered for the math instruction of bilingual children identified with a learning disability
Preparing Bilingual Pre-Service Teachers to Foster Equitable and Open Communication With Latinx Immigrant Parents en la Enseñanza de Matemáticas
Get PDFWe examine how bilingual pre-service teachers developed a practice of communicating to parents their children’s mathematical thinking and how the teachers invited parents to participate in instructional practices in the mathematics classroom. We argue that these practices are knowledge-intensive, in that bilingual pre-service teachers draw on both their knowledge of children’s mathematical thinking and their own experiences as bilingual students, and that communicating this to parents reflects this knowledge. We conceptualize this knowledge as situated in, and integrated with, the practice of teaching. We therefore consider it necessary to support the development of this knowledge early in pre-service teacher education
It Takes a Village: Improving Teaching, Learning, & Student Success through Campus Inter-office Cooperation
Get PDFWe describe the benefits of cooperation with other offices to improve teaching, learning, and student success. The Office of Assessment and Accreditation, Center for Teaching and Learning, Library, and Communication Across the Curriculum each support high-quality professional development opportunities for faculty. We created an annual Faculty Showcase and are currently designing a Foundational Concepts of Teaching and Learning Series to increase awareness of professional development opportunities and disseminate resulting improvements in teaching and learning
Strategic Selections: An Open Educational Resource Framework and Applications
Get PDFMany students in higher education are experiencing a common problem. The rising cost of textbooks and other course materials is a shared burden. As a result, students appreciate having Open Educational Resources (OERs) as a course option to reduce the amount of out-of-pocket expenses. Incorporating high quality engaging OERs in online course is beneficial for students and faculty members. Using OER’s in a course allows for opportunities to use the materials and to make modifications to the resources by revising, retaining reusing, remixing and redistributing. When faculty members and instructional designers use OERs, it can transform their teaching practices and increase student success. Recent literature about OERs has been emerging and guiding best practices on how to search, select, and apply the valuable resources. A research based framework for selecting OERs on the basis of fitness for purpose (Jung et al., 2016) will be provided during the session.
Best practices will also be shared about how to implement OERs to meet Quality Matters’ standards which explicitly indicates Open Educational Resources as an instructional material that is appropriate for adult learners in standard 4. During this session, a practical approach will be explained by the presenters who selected and implemented OERs in an Instructional Technology graduate level course and in the Criminal Justice department. Session participants will be given access to an infographic providing information about OER successful implementation. Additionally, strategies will be shared about how the OER theory/framework translates into practice in university courses within the Criminal Justice department. 
When the Stars Align: How to Build a DEI-Forward Framework and Operationalize it for Online Teaching and Learning
No full textA task force at Appalachian State University recently developed a Teaching Quality Framework that articulates the values of its institutional mission and vision as focusing on providing a transformative educational experience. The leadership of the campus teaching and learning center is now operationalizing the framework. This talk covers the impetus, design and implementation of the framework, and you’ll leave with a number of inclusive, evidence-based strategies for your center’s approach to online teaching and learning.
The new Center for Excellence in Teaching and Learning for Student Success (CETLSS) at Appalachian State University is centering its professional development efforts on the DEI-forward Teaching Quality Framework (TQF) that developed over a two-year span with faculty input from each college on campus. The kicker was that, once the framework was finalized, it got the blessing of our faculty senate as well as the buy-in of high-level administrators, enough so that, as our new center was being “born” this summer, the framework became our foundational document, with all units being aligned to it. Now that the framework has been adopted by Academic Affairs, and specifically CETLSS, work is being done to align and operationalize the framework within the online teaching and learning space.
This presentation is focused on describing the process of designing and developing the core values, the growth guide, and the reflective components of the new framework and the process of gathering broad engagement from around campus with a faculty team to craft the final version. We will then describe the process of operationalizing the framework as the center lifted off in Summer/Fall 2022. We’ll offer inclusive, humanized, trauma-informed strategies to build toward humanized online learning that is aligned with DEI principles, in addition to a description of how to create and build buy-in for a framework customized to your campus.
 
ZOOMERS & ROOMERS: A Case Study: Successfully Transitioning Faculty From Traditional to Hybrid Courses
No full textThe landscape of education has evolved significantly with the advent of technology, leading to the emergence of hybrid instruction as a prominent pedagogical approach. This abstract presents findings from a qualitative study conducted within the EdTech Unit of the Watson College of Education (WCE), which aimed to explore faculty experiences and perspectives on transitioning between fully online, in-person, and hybrid teaching formats. Four faculty members were interviewed to gather insights into their experiences during these transitions and the support provided, including instructional design assistance and technological resources such as laptops and hotspots.
The definition of hybrid instruction has evolved in diverse ways among instructors. The interpretations include a combination of in-person and asynchronous sessions, a semester beginning with in-person interactions and concluding asynchronously, simultaneous in-person and online engagement, and maintaining consistent expectations across both formats. The study underscores the importance of educators\u27 comfort with technology and their ability to adapt to its use effectively. Additionally, the research highlights the significance of addressing students\u27 social and emotional needs in the hybrid learning environment, emphasizing the importance of synchronous learning experiences and the role of technology in facilitating these interactions.
Interestingly, the findings reveal that faculty members continue to utilize their online course platforms even in face-to-face teaching scenarios, indicating the integration of digital tools as a pedagogical norm rather than an exception. The research advocates for the continued implementation of hybrid instruction, suggesting that classrooms should be intentionally designed to accommodate this blended mode of learning. The study emphasizes the indispensable role of a dedicated technology support team in ensuring the successful implementation of hybrid instruction, underscoring the necessity of ongoing technical assistance to both educators and students.
In conclusion, this study sheds light on the multifaceted nature of hybrid instruction and its integral place in modern education. By delving into faculty experiences and perspectives, the research underscores the significance of technology competence, social-emotional support, synchronous learning, continuous technological integration, and robust technical support teams. As education continues to evolve, embracing hybrid instruction and its associated implications will be pivotal in providing an enriched and adaptive learning experience for students