Summer 2020 Faculty Workshop Series

This workshop series is now completed. All workshops and panels were held on WebEx and were  recorded. See below for links to resources and recorded presentations:

Facilitating Critical Reflection on Service: Online Courses
Presentation Recording
Tuesday, August 18, 3:30-4:30pm

• Tricia Arnold and Maddy Kadish, GW's Instructional Core
• Michelle Kelso, Human Services and Social Justice
• Rachel Talbert, PhD Candidate in GSEHD

This one hour workshop has a two hour recording because the panelists were gracious enough to stay well beyond the time alloted to continue answering questions and demonstrating online teaching techniques. Many thanks to the panelists and participants.

Resources shared by panelists and workshop participants:

• instructioncore@gwu.edu is here to support your transition to online courses. 
• The resources provided by the Instructional Core are all shared in this folder: https://gwu.box.com/s/3wumnp2os2jjtahr22kltokd7bjgcf9c
  • Presentation slides from the workshop
  • Additional slides on reflection activities that would work asynchronously and synchronously.
  • A document on Netiquette to share with students
  • A matrix of teaching with technology - which tool fits a teaching need?
  • The sample assignment demonstrated during the workshop.
• www.menti.com Facilitate anonymous polling and sharing short responses to a posed question.
• https://padlet.com  Shared space for students to post comments, photos, links, etc.
• https://voicethread.com  A way to capture asynchronous reflections aside from writing assignments
• https://hbr.org/2020/04/how-to-combat-zoom-fatigue 
• A basics getting started with Bb document: https://itl.gwu.edu/sites/g/files/zaxdzs1326/f/downloads/BbGetStartedInstructors.pdf

Key Topics:

• Keep your key learning objectives and goals for creating a community of learners - this is just a different context.
• Use of Blackboard features: discussion boards, blogs, journals, and others to facilitate reflection in the asynchronous environment
• Use of Blackboard features: discussion groups and white boards to facilitate small group discussion and sharing with the whole class
• Zoom fatigue. Mixing lecture, interaction, write on your own, and breaks
• Prepare students for conversations in this context. This includes netiquette, and having students develop their own shared expectations of each other.  The ability to share one’s experiences with the community without revealing identifying information about community members is always a part of reflection, but if classes are being recorded this issue carries even more weight.
• Invite community partners to class via video - guest speakers, join in reflection discussions, use class time to let student teams get to know their partner.

Virtual Direct Community Engaged Scholarship Courses
Presentation Recording
Tuesday, August 11, 3:30-4:30pm

Advocacy as Community Engaged Scholarship. Presentation Recording
Tuesday, August 4, 3:30-4:30pm

Panelists: Maurice Cook, Founder/Executive Director of Serve Your City; Sean Cleary, Associate Professor of Epidemiology and Biostatistics; Imani Cheers, SMPA Associate Director, Associate Professor of Media and Public Affairs; and Jonah Lewis, The Nashman Center’s GW Votes team.

Resources shared:

• Examples of student work in Prof. Cleary and Prof. Cheers' courses
• GWVotes Faculty Guide 

Adapting Courses to Distance Service: Lessons from the eService-Learning Literature.
Presentation Slides
Tuesday, June 23^rd 10-11:30am

Service-Learning during a Pandemic? Yes!
Presentation slides and recording
Tuesday July 7^th, 3:30-4:30pm
Presented for the CCAS Undergraduate Studies Faculty Workshop Series