The Center for Faculty Excellence (CFE)
Director: Joanne Goodell, Ph.D.
Center for Faculty Excellence
2121 Euclid Avenue
Campus Location: BH 212
Cleveland, Ohio 44115
Phone: 216-687-5509
cfe@csuohio.edu
Hyah Herbawi, Coordinator
Center for Faculty Excellence
Campus Location: BH 212
Cleveland, OH 44115
Phone: 216-687-5502
cfe@csuohio.edu
Shared Resources for Remote Teaching
Back to Resources for Online Teaching
The below information is shared information from a survey sent out to CSU faculty. We have added categories to help with searching this list as it grows longer. This resource list is managed by the Center for Faculty Excellence. If you would like to add to it, or notice any errors, please contact us at cfe@csuohio.edu
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Scholarship /Research
| Suggestion/ Resource | Associated Link |
|---|---|
| Text & Academic Authors (TAA) Association - Free access to on-demand presentations during COVID-19. Examples of available information include: "Drafting Scholarly Manuscripts - Quickly and Well," "An Editor's View From Journal Article Submission to Publication," and "Writing Your First Book: Developing Your Dissertation Into a Manuscript." You must provide an email address in the form to gain access. |
Student Communication
| Suggestion/ Resource | Associated Link |
|---|---|
| Suggested email message to students for using Blackboard Collaborate | Word Document |
| Use Mail Merge to send students kudos & feedback | Link |
| Show your students how to review rubrics, grades, and your feedback within Turnitin. | Link |
| Guide for Using Microsoft Teams for Online Student Advising | Link |
| School of Nursing: Tips to help students in an alternate learning environment | |
| Use Blackboard Gradebook's "Date Last Accessed" to identify students to reach out to. Make sure that "Date Last Accessed" is a column showing in your Gradebook. According to eLearning, it is not a default column. Click on "Manage" and choose "Column Organization." Under the list look for "Last Access" to make sure it is not greyed out. If it is greyed out, click the check box next to it and click "show", drag it up into the area for columns that are frozen, then click "submit." If you have a large class, you can sort this column by Ascending and those who haven't accessed Blackboard recently will be at the top. You may need to reach out to these students. This data can be entered into our course spreadsheet and used for a mail merge email. | Link |
| Communication tips: I have gotten feedback from students that they really appreciate Panopto or some other lecture "replacement" so that they can continue to see us and get more depth than just from readings/ PowerPoint slides. I've tried to be very clear about communication: I continue to host virtual office hours when students can call or chat. I respond to other emails within 24 hours. I found it helps to keep up engagement with colleagues. Some of my colleagues and I have "virtual lunch" a couple of times a week. This is not specifically about teaching, but it does give space to bounce ideas off each other. | |
| My students have enjoyed our Blackboard discussions because it mimics the experience of in-class discussions. They seem to prefer a series of short instructional videos rather than one long recorded lecture. They have stayed more engaged when they have at least one small assignment to turn in each week, like a short quiz, small discussion post, or a brief assignment where they apply the content. Provide individualized feedback to each student using their name. This helps to build a relationship between you and the student. | |
| "Counseling Asians, Asian Americans, and Pacific Islanders with Race-Based Trauma Related to COVID-19" by Dr. Stacey Litam, Assistant Professor of Counselor Education at Cleveland State University |
Teaching
| Suggestion/ resource | Associated Link |
|---|---|
| Arizona State University's Foundations for Excellence in Teaching Online - An on-demand, self-directed course on effective online pedagogy. | Link |
| Arizona State's Teach Online Website - a public listserv of resources on designing, developing, and delivering online courses, curated by the ASU instructional & learning design community. | Link |
| Arizona State's Design for Online Toolkit - A toolkit of essential, vetted resources on quality online course development & delivery. | Link |
| Keep things simple -- no synchronous learning. Group discussions, rather than whole class discussions (especially if the class size is large). That way you get more engagement/ originality within each group. | |
| Useful guides on teaching with Zoom. | Link |
| I use Zoom for small group discussions, Panopto for recording lectures, and Blackboard to host course materials in one place (grading assignments, etc.) Our Psychology professional organizations have made a number of resources free (webinars on providing teletherapy, APA eTextbooks, etc.) I share these resources with students and (in some cases) use them as part of alternative assignments. It would be worth exploring equivalent opportunities for other content areas. | |
| I made a YouTube video in response to one of my faculty asking how to make a Blackboard engineering quiz/ exam. This may also help faculty in the sciences. | Video link |
| Strategies for Teaching Chemistry Online (Facebook group) | Link |
| My students have enjoyed our Blackboard discussions because it mimics the experience of in-class discussions. They seem to prefer a series of short instructional videos rather than one long recorded lecture. They have stayed more engaged when they have at least one small assignment to turn in each week, like a short quiz, small discussion post, or a brief assignment where they apply the content. Provide individualized feedback to each student using their name. This helps to build a relationship between you and the student. | |
| Keep a strict schedule and stick to it -- for your sake and your students. Social interactions are necessary and my interactions with my students are one of the few they can count on anymore. | |
| Moving STEM labs online | Link |
| "Counseling Asians, Asian Americans, and Pacific Islanders with Race-Based Trauma Related to COVID-19" by Dr. Stacey Litam, Assistant Professor of Counselor Education at Cleveland State University | |
| "When My Student Has No Internet" by Robin DeRosa | Google Document |
| "High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter" by George D. Kuh (2008) | |
| The Cleveland Teaching Collaborative - formed in Spring 2020 as a way for educators to reflect and connect with each other during the pandemic and beyond. | Link |
Technology
| Suggestion/ Resource | Associated Link |
|---|---|
| A growing list of free educational software to assist with transition to remote course delivery. It offers a wide variety of disciplines and grade levels. | Link |
| For those who depend greatly on writing on the board (like math or chemistry classes) I suggest investing in a "document camera" if you are able to afford one. They cost about $150. | |
| Regarding sending feedback on past student papers, you can use the Scanner Pro smartphone app if you don't have a scanner at home. It is inexpensive and makes really good copies. The app lets you email the scans from within the app, or you can upload them to a cloud device where you can access them from a computer. For the future, I suggest having students submit through the Blackboard assignments tab, and you can return their work there with feedback using the comments features of Blackboard. | |
| Suggested email message to students for using Blackboard Collaborate | Word Document |
| How to set your Course Message as your Blackboard landing page -- This has helped faculty in Social Work maximize the ability to communicate with students and make sure messages aren't being missed. | Link |
| Use Mail Merge to send students kudos & feedback | Link |
| Microsoft Teams test classroom hosted by the CSU History department & Social Sciences | Link |
| I made a YouTube video in response to one of my faculty asking how to make a Blackboard engineering quiz/ exam. This may also help faculty in the sciences. | Video link |
| I am using Blackboard Collaborate Ultra for synchronous lectures. I have also added a discussion board to each course for general questions. For complex chemistry questions I create and post a video. We are already using adaptive learning via Pearson. I have found Blackboard Collaborate is perfect for office hours, synchronous lectures, and meetings. | Blackboard Collaborate information |
| Kanopy (for streaming movies) through the Michael Schwartz 中国体育彩票APP下载： | CSU Kanopy |
| Blackboard Test Generators - Converting Word files of questions into text files that Blackboard will recognize | Link |
| I have been recording lectures in Panopto, holding meetings with students in Zoom and using screen share, white board, chat & polls to ask/answer questions. I have also used Zoom to host student discussions and screen share for student PowerPoint presentations. I have utilized advanced testing options on Blackboard -- adaptive release, question pools to create random sets, exception rules for students with ODS accommodations. | Blackboard Assessments |
| I have been using Flipgrid (social learning platform), Screen-o-matic (screen capture & video editing) and Remind (text messaging) for my EDL classes. I have taught online before but Zoom helps a lot. | |
| "When My Student Has No Internet" by Robin DeRosa | Google Document |
Director: Joanne Goodell, Ph.D.
Center for Faculty Excellence
2121 Euclid Avenue
Campus Location: BH 212
Cleveland, Ohio 44115
Phone: 216-687-5509
cfe@csuohio.edu
Hyah Herbawi, Coordinator
Center for Faculty Excellence
Campus Location: BH 212
Cleveland, OH 44115
Phone: 216-687-5502
cfe@csuohio.edu