CELT Teaching Briefs
A Collection of Teaching Advice: Teaching through the Pandemic
- Ann M. Gansemer-Topf, Associate Professor, School of Education
- Lesya Hassall, Instructional Technologist III, CELT
- Brittni J. Wendling, Graduate Student, Human Computer Interaction
- Top row (from left to right): Alzoubi, Baran, Bonaccorsi, Chatterjee, and Irish.
- Bottom row (from left to right): Kukday, LaWare, McNicholl, Murphy, Stewart, and Zhang
Zooming to St. Louis: a virtual field trip, Dr. Julie Irish
With the inability to physically travel, Julie Irish, Assistant Professor of Interior Design, developed a virtual field trip in collaboration with ISU’s alumni and design experts, so her students could “see” and “experience” the site they were asked to develop.
Piazza to the rescue: Being a present Math instructor, Dr. Timothy H. McNicholl
A Collection of Teaching Advice: Teaching through the Pandemic Piazza to the rescue: Being a present Math instructor, Dr. Timothy H. McNicholl Timothy McNicholl, Professor
Interactions Matter in an Online Course, Dr. Maggie LaWare
Maggie LaWare, Associate Professor of English, created a digital site exploration assignment, for her students to explore the interplay of rhetoric and human perception by visiting the virtual recreations of physical spaces in which famous speeches were delivered.
The Human-Centered Design Approach for Online Teaching, Dr. Evrim Baran and Dana Alzoubi
Evrim Baran, Associate Professor of Educational Technology and Teacher Education, and graduate student Dana Alzoubi use a human-centered design approach for building a community of inquiry and empathy in their courses where students engage in complex problem-solving.
Building a connected community within a course, Dr. Sayali Kukday
Sayali Kukday, Associate Teaching Professor of Biology approaches students in her STEM-oriented online courses with empathy and works hard to instill a feeling of belonging in her learners.
Reach out and chat: A critical case for virtual community-care and adjourning, Dr. Terah J. Stewart
TJ Stewart, Assistant Professor of Student Affairs and Higher Education, converted a face-to-face adjourning activity into its online version to help students recognize and acknowledge each other’s contributions to peer learning.
Transitioning a flipped language course from blended to online delivery, Dr. Shenglan Zhang
Shenglan Zhang, Associate Professor of Chinese, subscribes to the idea that practice is central to the acquisition of second languages. Synchronous, instructor-facilitated, and spaced-out practice paired with constructive feedback can enhance student speaking skills in times of social distancing!
Serving up success: Devising a “class menu” for online teaching, Cason Murphy
As a faculty member in a discipline that creates an art form where self-isolation is difficult, if not impossible, Cason Murphy, Assistant Professor of Theatre, describes how embracing technology led to new and creative ways for his students to use their agency for practice and improvement of their performance skills.
Effective assessments in an asynchronous, online, large-enrollment chemistry course, Dr. Cristina Bonaccorsi and Ritushree Chatterjee
Cristina Bonaccorsi, Associate Teaching Professor of Chemistry, and Ritushree Chatterjee, Senior Instructional Designer, ELO, detail different assessment strategies to evaluate learning progress and communicate frequent and constructive feedback, affording students numerous opportunities to self-correct and reflect.
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