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OER at CLC...this could be you!
CLC is offering a Foundation Grant to faculty who are interested in pursuing the use of Open Educational Resource materials in their courses. Look for an email from Jessica Berek that was sent on March 16, 2017. Grant application deadline is Friday, April 21, 2017.
Of course, if you have any questions about using OER, the TLETC is here to help! But we have a growing number of existing OER courses at CLC too, and there are various other faculty members you can speak with about their experiences. Some have searched for and found OER textbooks that they've been able to use as is in their classes, and some have developed materials from scratch. Some have remixed elements from various OER sources. Some have developed videos and used online media in place of textbooks.
So, what do we have?? Here's a list of exisiting OER (meaning free, open, creative commons licensed materials) courses at CLC as of Spring 2017!
ENG 108--Strategic Reading/Writing (developed by Katie Dublis and Kelly Black, all ENG 108 sections are using)
ESC 121L--Physical Geology (developed from scratch by Ryan Cumpston, he doesn't use a textbook at all. Instead, he's created various self-paced online modules and videos).
HST 221--US History to 1876
HST 222--US History 1876-Present (Greg Gordon received a Foundation grant for both HST 221/222 to use and modify an existing text from OpenStax).
MTH 142--General Educational Statistics (This is a new course offered by Natalia Casper and Mark Beintema starting Fall 2017. It will use the same text as MTH 222, but not all the chapters).
MTH 222--Business Statistics (Natalia Casper and Mark Beintema received a grant to modify existing OER material)
MTH 244--Discrete Mathematics (Mark Beintema was able to find an open textbook that was developed by others to use as is!) http://discretetext.oscarlevin.com/home.php
PDS 120--Becoming a Successful Student (Vickie Goode received a Foundation grant to use both existing OER sources and her own content and develop a series of online modules)
PSC 121--American National Politics (Tim Murphy was able to find an open textbook that was developed by others to use as is!)
PSY 121--Intro to Psychology (This is one of our groundbreaking innovative OER texts at CLC. Martha Lally and Sue Valentine-French received release time to remix and create a psychology textbook using a combination of existing sources and their own material. This OER text is used by most if not all sections of PSY 121).
PSY 220--Lifespan (With much success and appreciation from students, Sue and Martha developed this OER textbook from scratch).
PSY 240--Brain and Behavior (Martha Lally is using an OER text for this class for the first time this semester).
SOC 121--Intro to Sociology (John Tenuto has been using a free OpenStax textbook for his Sociology class for many years).
SOC 222--Social Problems (Tenuto uses a combination of OpenStax material and other free non-OER text for this class).
Add your name to this list of OER Champions, and apply for a Foundation Grant!!
Spring 2017 CLOs: Information Literacy and Technological Competency
The assessment of student learning committee is assessing information literacy and technological competency this semester. Below, you can find ways to assess these CLOs in your classes.
Require students to do the following for any assignment or class project:
Help Students with Academic Planning
“Helping students find a path to purpose is one of the noblest aspects of teaching.”
–Vicki Zakrewski, educator
As the end of the semester approaches, help your students successfully complete your course AND think about their future plans!
Help students succeed:
*Acknowledge the progress and accomplishments of the class thus far (both individually and as a whole).
*Highlight the work and stories of successful students from past semesters.
*Help students set up study groups to prepare for final exams and projects.
*Remind students of the resources available to help them study (Tutoring Center, Open Labs, Writing Center, Study Zones, etc.).
Encourage students to make informed decisions about their academic plans:
*Talk with students about their plans for future semesters—what courses should follow those that you teach? Remind students (multiple times!) to register for the Summer 2017 session and the Fall 2017 semester and encourage them to make use of CLC’s counseling, advising, and transfer services (http://www.clcillinois.edu/student-services/counseling-advising-transfer).
*Explain the value of completing course evaluations—they provide an opportunity for students to reflect on, and provide insight into, their academic experiences.
*Remind students that the course withdrawal date is quickly approaching—students who are struggling should know their options if they are in danger of not successfully passing the course.
Look what's coming in April (and early May)!
We have some big name speakers coming to campus as well as some of our full-time faculty members offering new, exciting workshops...all for TLETC credit! Visit the TLETC website at http://tletc.clcillinois.edu to register.
April 7: Dr. Tyrell Strayhorn returns!!
Fri. April 7 (9-11am)--Strategies to Help Faculty Foster Belonging for All Students
(If you weren't able to attend, you are still in luck...it was recorded! You can find the presentation at https://www.youtube.com/watch?v=D2YQwHw0TmM )
This session is JUST for CLC Faculty! Students spend a considerable amount of time, per week, in college classrooms working with faculty and instructional staff. Given belonging's importance to college student success, it seems reasonable to pay attention to how faculty might foster belonging using evidence-based strategies. In this session, Dr. Strayhorn makes these points using national trends, achievement data, and insights from his most recent research. He offers key strategies and tools for faculty who want to foster belonging and success for students. Come learn and leave ready to act!
April 24: CA/Theatre faculty Craig Rich shares his expertise from his sabbatical on using your voice correctly as you lecture
Mon. April 24 (1:30-3:30pm) --Freeing the Voice
Want to develop a more healthy, expressive, free voice? This workshop will focus on how the voice works and why it doesn't work. As a class, we will explore a series of exercises and techniques that can be used by faculty before giving a lecture, by staff before giving a presentation, or by anyone wanting to improve everyday communication. Participants should wear clothing that gives them a full range of movement, such as sweats or athletic/yoga gear.
April 24: Dr. Jane Thierfield Brown returns!
Mon. April 24 (3:30-5:00pm) --Higher Education and the Student with Autism
Transitioning to college can be daunting, especially for students on the autism spectrum. Dr. Brown will discuss the challenges of this transition for students with autism spectrum disorder (ASD). One of the nation's top speakers on autism in post-secondary education, Dr. Brown is known for her wisdom and approachable teaching style. Don't miss out on this informative event!
May 3: EMPS/Earth Science faculty Ryan Cumpston shares his standing-room only presentation from the eLearning Conference
Wed. May 3 (2:30-3:30pm)--Improving Students' Self-Directed Learning with Non-Traditional Digital Open Education Resources
Modeling curriculum design to enhance students' abilities to become life long learners is a principle responsibility of contemporary educators. Self-direction is an important skill for today's students to master in order to stay relevant in a rapidly changing, technology driven world. Open educational resources play a vital role in a faculty member's ability to design courses customized to maximizing growth of these skills in the diverse populations served at higher education institutions.
Using Student Preview to Give Your Course a Test Drive
aBlackboard's Student Preview mode does an excellent job of letting you "be" a student in your course. This can come in very handy when you want to not only see how the course content appears to your students, but also be able to turn in an assignment or take an assessment. The system creates a "preview account" that can even be saved for use in multiple sessions.
Take a look at the tutorial video below to find out how a Student Preview can help you.
Assignment Helps Students Assess Their Progress
(from 2-6-17 Faculty Focus)
Midterm evaluations bring a host of institutional measures to reach out to underachieving students. However, what might make the most difference to students’ success in their courses is to enable them to assess their own performance and set goals as well as to ask questions of and provide feedback to the instructor. Instructors can give students this reflective opportunity through an online journal assignment in which students do the following:
My experience with the assignment
Since I make all grades available on our university’s learning management system, students can always see their grades, but they often don’t check or acknowledge that these grades are available. Further, because not all professors provide grades automatically, students may not fully understand their progress even when grades are available.
Students take anywhere from 50 to 400 words to complete this journal assignment, based on their needs. Their posts
Reading at the College of Lake County
How to find and cite OER images
It's not just textbooks that are Open Education Resources. There are many images that are out there that are completely free for you to use without having to get permission. This is helpful both if you are developing your own OER textbook or if you just want to use an image as part of your class (presentations, Blackboard, etc.).
But, how do you find such images? Luckily, our very own Ryan Cumpston (Associate Professor of Geology) has created a handout on how to both find and cite such images using a Google search. Check it out!
The TLETC Blog is a great way to find out what is going on with regard to teaching, pedagogy, and educational technology.