| | Register | Virtual Convening | Campus representatives will engage in discussions of the importance of fostering student development and share strategies in instruction, support, and administration to proactively address challenges. Participants will also discuss plans to disseminate information from the workshop and support its implementation. To prepare for the meeting, please view the recording of the February 18 webcast, linked in the archive.
| Thursday, February 25, 3:00 pm - 4:30 pm | 2/25/2021 | Becoming Student-Ready | | Register | February 2021 | 02 | 202102-February 2021 | |
| | | Live Webcast | Cal State LA has applied lessons learned from restructuring first-year mathematics/QR and written communication courses to increase success in other gateway courses. Michelle Hawley, Sunny Moon, Catherine Haras, Andrew Long, Maria Molina, and Olaseni Sode explain how they aligned student support with faculty development to address equity and student success, using introductory chemistry as an example. This presentation is part of a two-part workshop on Inclusive and Equitable Practices that continues on Thursday, February 25.
View the recording.
| Thursday, February 18, 3:00 pm - 4:00pm | 2/18/2021 | Becoming Student-Ready | | | February 2021 | 02 | 202102-February 2021 | |
| | Register | Live Webcast | “My heart was heavy as I prepared for remote teaching in the Fall of 2020. We hadn’t even stepped a virtual foot into our Zoom classroom, and I was already in mourning for the loss of eye contact and the energy that comes from being with a group of students.” As Laurie Starkey, Professor of Organic Chemistry at Cal Poly Pomona, came to grips with the perils of high-stakes testing in an online classroom, she completely revised her syllabus and built in course credit – POINTS – for a variety of non-assessment activities. This transformation produced an online environment rich with opportunities to make social and emotional connections with students. Professor Starkey shares simple activities and interventions that have helped her feel less lonely and isolated in the virtual classroom and that promise to have the same effect on students.
View the recording and download the slides. | Friday, November 13, 2020, 1:00 p.m. – 1:30 p.m. | 11/13/2020 | Engaged and Equitable Learning Online | | Register | November 2020 | 11 | 202011-November 2020 | |
| | Join | Live Webcast |
ConcepTests for Calculus are tools to make student thinking visible to calculus instructors, to help students self-identify misconceptions and correct them quickly, and to promote the development of mathematical literacy through student interaction. In this webcast, Professors Berit Givens and Arlo Caine, both of Cal Poly Pomona, demonstrate the technique of deploying ConcepTests with the audience participating like students using Zoom polling and annotation. They also discuss and demonstrate various instructor moves that could be taken to respond to the student vote, and reflect on their experiences using ConcepTests in face-to-face and remote contexts. View the
recording and download the slides. | Tuesday, November 10, 2020, 1:00p.m. - 1:30p.m. | 11/10/2020 | Alternative Approaches to Assessment | | Join | November 2020 | 11 | 202011-November 2020 | |
| | | Live Webcast |
Giving an open-book written exam followed by individual oral exams can address concerns about academic integrity in the remote world while affording students opportunities to practice skills that will serve them in the professional world. In this webcast, Victoria Bhavsar of Cal Poly Pomona explains how this exam “system” ensures equitable outcomes: it includes careful alignment of the assessment into the course design; lots of support to prepare including optional one-on-one meetings ahead of the oral; distribution of oral questions in advance; and honesty about why exams are given this way. Participants do a quick soil science activity, hear an overview of the midterm exam process and results, and reflect on aligning exams with learning goals. View the
recording and download the
slides.
| Friday, November 6, 2020, 1:00 p.m. – 1:30 p.m. | 11/6/2020 | Engaged and Equitable Learning Online | | Register | November 2020 | 11 | 202011-November 2020 | |
| | Join | Live Webcast | VoiceThread is an interactive and collaborative learning space where users can hold asynchronous conversations around media. In this session Melissa Soto of CSU Fullerton demonstrated how she uses VoiceThread as a formative assessment in her mathematics classroom. Participants watched real VoiceThread conversations by CSU Fullerton students and also learned how to create a VoiceThread activity of their own. The session concluded with a discussion of literature on VoiceThread that suggests it can serve our 2020-21 learners by helping maintain connection and engagement during the COVID-19 pandemic.
Slides and resources coming soon.
| Tuesday, November 3, 2020, 1:00p.m. - 1:30p.m. | 11/3/2020 | Alternative Approaches to Assessment | | Join | November 2020 | 11 | 202011-November 2020 | |
| | | Live Webcast | Creating individual accountability and positive group interdependence are two essential components of a cooperative learning classroom. In this interactive presentation, David Adams and Enoch Hale of Humboldt State University place participants into groups to practice a structured cooperative learning activity. They then discuss the benefits of this kind of active learning for students and faculty. View the recording and the slides.
| Friday, October 30, 2020, 1:00 p.m. – 1:30 p.m. | 10/30/2020 | Engaged and Equitable Learning Online | | Register | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast | Asking students to co-author a textbook has the potential to extend synchronous community into asynchronous and digital contexts, to support students in seeing themselves as creators in the discipline, to make course learning pathways more diverse and flexible, and to refocus assessment on the learning we value. In this session, Brian Katz, Assistant Professor of Mathematics at CSU Long Beach invites participants to consider some of the design challenges of building a course around a large-scale collaborative writing project and to briefly play in a digital environment that supports this kind of student work.
| Tuesday, October 27, 2020, 1:00 p.m. – 1:30 p.m. | 10/27/2020 | Alternative Approaches to Assessment | | Join | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast | One way to create equitable learning environments is to acknowledge that cultural epistemologies matter and design instruction to balance individuated approaches to learning with integrated ones that many students, especially first-generation college students, find familiar. In this webcast, Rebecca Gutierrez Keeton, Associate Professor of Educational Leadership at CSU Fullerton, invites participants to take the Cultural Framework for Teaching and Learning pre-assessment, via Google Forms, to explore the difference between individuated and integrated approaches to curriculum and instruction. Participants experience how anonymous engagement can allow for collective, integrative learning activities to introduce and support individuated and individual learning. Dr. Gutierrez Keeton then briefly shares a few examples of revisions participants in a professional learning seminar have made in their syllabuses and assignments to create more equitable learning in their courses.
View the recording. Download the
slides, view the
activity, and the
results. | Friday, October 23, 2020, 1:00 p.m. – 1:30 p.m. | 10/23/2020 | Engaged and Equitable Learning Online | | Register | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast |
We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty. Multiple restrictions related to traditional in-person exam assessments create the need for simplified exam problems solvable within those constraints. Assessments given as take-home exams allow coverage of a wider range of topics while providing the students with a reduced stress environment to complete the work and an increased ability to demonstrate the amount of learning they have accomplished in the course. In this session, Richard Emberley, an Assistant Professor of Mechanical Engineering at Cal Poly San Luis Obispo, presents this approach using a heat transfer course as an example. Participants had the opportunity to consider how to create a project-based problem. View the
recording and download the slides.
| Tuesday, October 20, 2020, 1:00 p.m. – 1:30 p.m. | 10/20/2020 | Alternative Approaches to Assessment | | Join | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast | As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom.
In an online classroom, tech tools can create opportunities for students to connect to their classmates and build community. Flipgrid can enhance ice breaker moments, improve conversations, and allow students to practice presentation skills. In this webcast, Gina Harmston of CSU Fullerton demonstrates how to use Flipgrid to connect students and improve learning. View the recording and download the
slides.
| Friday, October 16, 2020, 1:00 p.m. – 1:30 p.m. | 10/16/2020 | Engaged and Equitable Learning Online | | Register | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast | We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty. In this session, Thomas Gredig of CSU Long Beach demonstrates how he and colleagues use a modified pedagogical approach of "Just-in-Time Teaching" (JiTT) to have students sculpt topics in a large introductory physics course that has been flipped. View the recording and download the slides.
| Tuesday, October 13, 2020, 1:00 p.m. – 1:30 p.m. | 10/13/2020 | Alternative Approaches to Assessment | | Join | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast | As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom.
By establishing protocols for large and small group discussions, faculty can ensure equitable participation that is not likely to occur when they simply invite all students to engage in open forums. In this webcast, Estela Zárate, Professor of Educational Leadership at CSU Fullerton, explains how protocols disrupt existing social hierarchies, guides a few participants as they practice a protocol, and then moderates discussion of how protocols can be applied to online courses.
View the recording and download the slides and resources.
| Friday, October 9, 2020, 1:00 p.m. – 1:30 p.m. | 10/9/2020 | Engaged and Equitable Learning Online | | Register | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast | We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty.
In this session, Bridget Druken of CSU Fullerton demonstrates how to use shared Google Slides and Zoom audio and video features to facilitate a synchronous math group quiz. Using Google Slides, participants take a short group quiz and discuss affordances and limitations of the strategy. Participants will leave with a Google slide template and first-hand understanding of how this method could support the assessment of students' learning in STEM courses. View the recording and download the slides
| Tuesday, October 6, 2020, 1:00 p.m. – 1:30 p.m. | 10/6/2020 | Alternative Approaches to Assessment | | https://calstate.zoom.us/j/95684728703?pwd=ZjNEbFpiTCtoVmVkM2Ztc1BvdkZmQT09 | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast |
As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom.
COVID-19 has amplified a variety of equity issues that online learners face as they complete their work. Instructors can take a series of small actions to make assignments more equitable through a combination of (a) using the Transparent Assignment Template; (b) embedding student support in the instructions; (c) asking students to make meaningful connections among the course concepts and their backgrounds, cultures and identities; and (d) allowing multiple student submission formats. Kevin Kelly, lecturer in the Equity, Leadership Studies, and Instructional Technologies at San Francisco State, and author of a forthcoming book on online education, leads this exploration of well-designed assignments.
| Friday, October 2, 2020, 1:00 p.m. – 1:30 p.m. | 10/2/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/s/99866469849?pwd=TDEvZFJiNm8wL0RHR2xTTFlrYUhxQT09#success | October 2020 | 10 | 202010-October 2020 | |
| | | Live Webcast | We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty.
Threaded discussion boards are organized systematic learning tools that allow students to post questions anytime time and receive feedback directly from either the teachers or other students. This session highlights how threaded discussion boards can be used to increase interaction, build a community of learners, and support rich dialogue. Cherie Ichinose, Associate Professor of Mathematics at CSU Fullerton, showcases two major types of threaded discussions -- formal and informal -- and their uses both with high and low stakes assessments.
| Tuesday, September 29, 2020, 1:00 p.m. – 1:30 p.m. | 9/29/2020 | Alternative Approaches to Assessment | | https://calstate.zoom.us/j/95684728703?pwd=ZjNEbFpiTCtoVmVkM2Ztc1BvdkZmQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast | As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom.
Reading and writing are core to scholarly engagement, and they can be portals into our disciplines. In this webcast, Brian Katz, Assistant Professor of Mathematics at CSU Long Beach, discusses ways to use weekly readings and reflections to help students engage more deeply by taking a critical stance toward how learning and our disciplines work. In breakout rooms, participants read brief excerpts on William Perry’s intellectual scheme, reflected in a google doc on how stages of cognitive development impact how students learn, and drew connections to their disciplines.
| Friday, September 25, 2020, 1:00 p.m. – 1:30 p.m. | 9/25/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/s/99866469849?pwd=TDEvZFJiNm8wL0RHR2xTTFlrYUhxQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast |
We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty.
An oral assessment is an assessment technique where the instructor assesses the students verbally. This can take place in various forms, such as oral presentation, poster presentation, one-on-one dialogue, and other variations conducted verbally in whole or in parts. Popular in universities in Europe and Australia, this form of assessment provides students opportunities to explain their understanding and thinking. In this session, Sayonita Ghosh Hajra, Assistant Professor of Mathematics at CSU Sacramento demonstrates oral assessment techniques, including examples of tasks and student responses, and discusses possible variations of the oral assessment techniques.
| Tuesday, September 22, 2020, 1:00 p.m. – 1:30 p.m. | 9/22/2020 | Alternative Approaches to Assessment | | https://calstate.zoom.us/j/95684728703?pwd=ZjNEbFpiTCtoVmVkM2Ztc1BvdkZmQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast | As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom.
Having students make something that visualizes concepts deepens learning and promotes diversity, equity and inclusion. In this webcast, Vadim Keyser, Professor of the Philosophy of Science at CSU Fresno, presents methods for technological engagement, assignment design, and team projects in STEAM courses that establish strong perspectival foundations that enhance active learning.
| Friday, September 18, 2020, 1:00 p.m. – 1:30 p.m. | 9/18/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/s/99866469849?pwd=TDEvZFJiNm8wL0RHR2xTTFlrYUhxQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast |
We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty. Gamification is taking the game-mechanics and elements that everyone loves about games and installing them into a non-game context such as the classroom. In this workshop Tumay Tunur, Assistant Professor of Kinesiology at CSU San Marcos, discusses how to turn your classroom into a video game and your students into players. Particularly, she discusses how earning experience points (XP) instead of grades can lead to mastery learning. View the recording and slides. | Tuesday, September 15, 2020, 1:00 p.m. – 1:30 p.m. | 9/15/2020 | Alternative Approaches to Assessment | | https://calstate.zoom.us/j/95684728703?pwd=ZjNEbFpiTCtoVmVkM2Ztc1BvdkZmQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast |
This fall we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom. Reading Apprenticeship (RA) is an evidence-based framework for increasing students’ confidence and comprehension as they read disciplinary texts. Evidence-interpretation charts, a key RA strategy, teach students to go beyond annotating to think metacognitively as they read and take notes. Like all RA strategies, evidence-interpretation charts increase social presence by prompting students to collaborate and share insights as they read course texts. Dr. Margaret Finnegan, professor of Criminal Justice and faculty fellow for reading and writing, introduces this learning strategy and allows faculty to practice using—and reflecting on it—themselves. View the recording,
slides, and a
sample evidence interpretation chart.
| Friday, September 11, 2020, 1:00 p.m. – 1:30 p.m. | 9/11/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/s/99866469849?pwd=TDEvZFJiNm8wL0RHR2xTTFlrYUhxQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast | As the CSU continues teaching in a remote environment this fall, STEM faculty are seeking ways to enable students to experience scientific inquiry and discovery. To support these efforts, the Chancellor's Office has purchased a site license with Labster, which provides access to a vast library of advanced lab simulations. In this webcast, Dr. Kambiz Hamadani, Professor of Biochemistry at CSU San Marcos, and Dr. Cindy Malone, Professor of Biology at CSU Northridge, demonstrate how they use virtual labs to reimagine STEM education and discuss the impact on student learning and engagement both prior to and during the COVID-19 pandemic. Leslie Kennedy, Senior Director of Academic Technology Services, answers questions about taking advantage of the systemwide site license.
View the recording.
| Thursday, September 10, 2020, 10:00 a.m. – 11:00 a.m. | 9/10/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/j/92905103827?pwd=Zm5EWlhnZWdhSDB6RGFTVTR4Y2hEQT09 | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast | We have been asked to think carefully and creatively about how we assess our students in this remote teaching environment and give due consideration to equity and privacy issues. This effort also leads to questions about meeting student outcomes, maintaining rigor, and promoting academic honesty. William Tsai, Associate Professor of Mechanical Engineering at CSU Maritime, discusses the challenges experienced in Spring 2020 with online quantitative exams in Engineering Courses when going from in-person to online modality and presents some of the learning management tools and practices used to improve the process
View recording,
slides, and
resources. | Tuesday, September 8, 2020, 1:00 p.m. – 1:30 p.m. | 9/8/2020 | Alternative Approaches to Assessment | | https://calstate.zoom.us/j/95684728703?pwd=ZjNEbFpiTCtoVmVkM2Ztc1BvdkZmQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast | As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom. Students accustomed to physical proximity can perceive themselves to be invisible in an online classroom. Tools like Padlet enable students to demonstrate their understanding in engaging activities. Students can also connect to classmates through conversations building on Padlet posts. In this webcast, led by Gina Harmston of CSU Fullerton, participants will have the opportunity to practice using Padlet to create a learning presence. View the recording, slides, and responses to Q&A | Friday, September 4, 2020, 1:00 p.m. – 1:30 p.m. | 9/4/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/s/99866469849?pwd=TDEvZFJiNm8wL0RHR2xTTFlrYUhxQT09#success | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast |
As we resume teaching in a remote environment this fall, we have been asked to think carefully and creatively about how we assess our students and give due consideration to equity and privacy issues. High-stakes, proctored examinations may not be the optimal technique for measuring mastery of course objectives. In this webcast, Stan Yoshinobu, Professor of Mathematics at Cal Poly San Luis Obispo, and Matt Jones, Professor of Mathematics at CSU Dominguez Hills, describe both informal and formal assessments with an emphasis on small-scale tasks and embedded means of measuring student learning. View the
recording,
resources shared by participants, and Francis Su's
Seven Exam Questions for a Pandemic.
| Tuesday, September 1, 2020, 1:00 p.m. – 1:30 p.m. | 9/1/2020 | Alternative Approaches to Assessment | | https://calstate.zoom.us/j/95684728703?pwd=ZjNEbFpiTCtoVmVkM2Ztc1BvdkZmQT09 | September 2020 | 09 | 202009-September 2020 | |
| | | Live Webcast |
As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom. Guiding students through collaborative creation of a set of agreements for engaging with one another creates the trust and belonging that are conducive to deep learning and equitable engagement. In this webcast, the second in the Equity and Engagement in the Remote Classroom series, Marla Parker, Assistant Professor in the Department of Political Science at Cal State Los Angeles, explains why community agreements are critical for productive communication and collaboration and allows participants to practice creating a set of their own. View the recording and presentation.
| Friday, August 28, 2020, 1:00 p.m. – 1:30 p.m. | 8/28/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/j/99866469849?pwd=TDEvZFJiNm8wL0RHR2xTTFlrYUhxQT09 | August 2020 | 08 | 202008-August 2020 | |
| | | Live Webcast |
As we begin teaching in a remote environment this fall, we have been asked to think carefully and creatively about how we assess our students and give due consideration to equity and privacy issues. High-stakes, proctored examinations may not be the optimal technique for measuring mastery of course objectives. In this webcast, Topaz Wiscons, Assistant Professor of Mathematics reflects on the transition to distance learning at Sacramento State in Spring 2020 and the unsuccessful attempt to replicate in-class exams via Zoom. She then discusses principles for developing alternate assessments, including “open middle" problems, along with student data and instructor reflections from proctored and non-proctored exams in a coordinated college algebra course. View the
recording and
slides, and learn more about
open middle problems.
| Tuesday, August 25, 2020, 1:00 p.m. – 1:30 p.m. | 8/25/2020 | Alternative Approaches to Assessment | | | August 2020 | 08 | 202008-August 2020 | |
| | | Live Webcast |
As we prepare to teach in a remote environment this fall, we are thinking carefully about creating virtual environments in which first year students can become self-confident learners, comfortably interacting with students, faculty, and staff, in and out of the classroom. In this webcast, the first in the Equity and Engagement in the Remote Classroom series, Rachael Jordan, Lecturer in the English Program and Learning Design Faculty Lead, and Lorna Gonzalez, Interim Assistant Director of Innovation and Faculty Development and Lecturer in the School of Education, both at Channel Islands, will introduce participants to a simple but powerful icebreaker that can be used on the first day or first week of an online course to build community. Participants will experience an asset-based icebreaker that asks students to think about the strengths and skills they are bringing to the course, rather than inadvertently asking questions that expose class, race, ability, and other divides. View the
recording and visit their
website with
resources.
| Friday, August 21, 2020, 1:00 p.m. – 1:30 p.m. | 8/21/2020 | Engaged and Equitable Learning Online | | https://calstate.zoom.us/j/99866469849?pwd=TDEvZFJiNm8wL0RHR2xTTFlrYUhxQT09 | August 2020 | 08 | 202008-August 2020 | |
| | | Live Webcast | As we prepare to teach in a remote environment this fall, we have been asked to think carefully and creatively about how we assess our students and give due consideration to equity and privacy issues. High-stakes, proctored examinations may not be the optimal technique for measuring mastery of course objectives. In the first in the Alternate Approaches to Assessment in QR Courses series, Sharona Krinsky, Lecturer in Mathematics at CSU Los Angeles, introduces the concept of Mastery Grading, its implications for developing growth mindset in students, and how it can be accomplished in a remote instruction environment. Participants experienced this method of grading using examples from a Mathematics classroom.
View the recording, slides, transcript, and resources.
| Tuesday, August 18, 2020, 1:00 p.m. – 1:30 p.m. | 8/18/2020 | Alternative Approaches to Assessment | | https://calstate.zoom.us/j/95684728703?pwd=ZjNEbFpiTCtoVmVkM2Ztc1BvdkZmQT09 | August 2020 | 08 | 202008-August 2020 | |
| | | Live Webcast | For many students, attending a university is an experience different from what they have done before. Taking this step in a remote environment can make students feel even more uncertain about what to expect and how to act. Many departments across the university are involved in addressing this situation, ensuring that students have a positive experience, comfortable and confident in their place on campus. Representatives from various offices in CSU campuses and the Chancellor's Office will address this topic considering three roles: The Campus's Role: Introducing Students to the Campus and the Campus to the Students The Instructors' Role: Building Engagement and Community in a Remote Environment The Student's Role: Engaging in Synchronous and Asynchronous Communities
| Monday, July 6, 2020, 10:00 am – 12:00 pm Live Webcast | 7/6/2020 | Becoming Student-Ready | | https://docs.google.com/forms/d/e/1FAIpQLSc0HBrRO9-GyZ97xPAQbBeS0QOPIBxu1cnV3mslfxHY2J69vQ/viewform | July 2020 | 07 | 202007-July 2020 | |
| | | Live Webcast | As colleges and universities have rapidly shifted to remote instruction during the COVID-19 pandemic, faculty may seek strategies to address a wider range of student needs than ever before. Rates of depression and anxiety among college students have been increasing in recent decades, and disruptions like the current pandemic tend to magnify needs related mental health and well-being. In this webinar, the second of a two-part series, Dr. Bonnie Gasior, Professor of Spanish at CSU Long Beach, and Dr. Darci Strother, Professor of Modern Language Studies, continue the conversation begun in the first “Coping and Caring” webcast on April 24, 2020, about how faculty and others can help identify and assist students experiencing a mental health need or crisis. They are joined by Dr. Lissa Lim, a counselor at Student Health and Counseling Services at CSU San Marcos. Using Mental Health First Aid concepts, they work through a variety of student-faculty scenarios. View the recording and download resources and suggested syllabus addenda. | Thursday, May 28, 2020, 10:00 a.m. – 11:00 a.m. | 5/28/2020 | Becoming Student-Ready | | https://docs.google.com/forms/d/e/1FAIpQLSf60Oag_9joPT3e47uFaVR0Wj45g_vp-U6N-SrEV4V8Tx6_HQ/viewform | May 2020 | 05 | 202005-May 2020 | |
| | | Live Webinar | With the rapid shift to remote teaching and learning during the COVID-19 pandemic, assessment in Math and QR courses presents new challenges for instructors across the California State University. This workshop brought instructors together to share, discuss, and make plans for the remainder of the spring term to implement appropriate, equitable assessments in their courses. Professors Matthew Jones (CSU Dominguez Hills), Topaz Wiscons (Sac State), and Stan Yoshinobu (Cal Poly San Luis Obispo) began the workshop with some general activities and then broke into working groups according to the kinds of courses instructors teach: those involving or leading to calculus (college algebra, pre-calculus, and calculus); those that involve quantitative reasoning without calculus (statistics, math for elementary school teaching); and advanced math courses (linear algebra, differential equations, upper-level math).
Download the handout with
resources and the
collaborative discussion document, and view recordings of each segment and breakout: | April 28, 2020 10:00 a.m. – 11:00 a.m. | 4/28/2020 | Alternative Approaches to Assessment | | https://docs.google.com/forms/d/e/1FAIpQLSdBVC1moTaMUMO9P1nYYro56ayjF8B8EazdZWFPNX2wB0AwOw/viewform | April 2020 | 04 | 202004-April 2020 | |
| | | Live Webcast | As colleges and universities have rapidly shifted to remote instruction during the COVID-19 pandemic, faculty may seek strategies to address a wider range of student needs than ever before. Rates of depression and anxiety among college students have been increasing in recent decades, and disruptions like the current pandemic tend to magnify needs related mental health and well-being. In this webinar, Dr. Bonnie Gasior, Professor of Spanish at CSU Long Beach, and Dr. Darci Strother, Professor of Modern Language Studies, will present basic tools and strategies to help identify students in mental health distress and connect them with resources. Drawing upon their experience with Mental Health First Aid, a groundbreaking public education program that helps people identify, understand, and respond to individuals showing signs of a mental illness or substance use disorder, Dr. Gasior and Dr. Strother prepare participants to become virtual mental health allies and share important resources.
View the recording and download resources. | Friday, April 24, 2020, 10:00 a.m. – 11:00 a.m. | 4/24/2020 | Becoming Student-Ready | | Register | April 2020 | 04 | 202004-April 2020 | |
| | | Live Webcast | Jumping into teaching in an online environment can leave faculty unsure about how best to serve their co-requisite mathematics students. Dr. Sonia Ford-Petch and Taylor Darwin present virtual teaching strategies, best practices, and resources to help guide you in successfully transitioning your co-requisite mathematics courses to online delivery. This webcast was produced by the Charles A. Dana Center at the University of Texas at Austin, and was made available through the CSU's partnership with the National Association of System Heads. The recording and other resources are posted here.
| Wednesday, April 8, 2020, 1:00 p.m. – 2:00 p.m. | 4/8/2020 | Mathematics/Quantitative Reasoning | | https://utdanacenter.zoom.us/j/229888049?status=success | April 2020 | 04 | 202004-April 2020 | |
| | | Virtual Meetups | Matthew Jones (CSU Dominguez Hills), Topaz Wiscons (Sac State), and Stan Yoshinobu (Cal Poly San Luis Obispo) led a series of virtual meetups in April and May, 2020. The main goal was to support one another in solidarity, as CSU instructors continue to teach their students during these extremely challenging times. The facilitators shared some promising strategies and asked volunteers to share strategies they use for online teaching. Information about the meetups and resources can be found here.
| Various Dates and Times, April 2 – May 15, 2020 | 4/2/2020 | Mathematics/Quantitative Reasoning | | https://docs.google.com/document/d/1YwWoETlaGPr7aiwr7-qTo-udcNrtjbikcAU7NtPwpZE/edit | April 2020 | 04 | 202004-April 2020 | |
| | | Live Webcast |
The unanticipated transition from face-to-face to remote teaching in response to COVID-19 presents a substantial challenge for many faculty, particularly those who have worked to create a teaching and learning environment that prioritizes equity and equity-mindedness.
In this webinar, Drs. Frank Harris III and J. Luke Wood present some salient trends and issues that complicate the experiences of diverse learners in online courses. Their research demonstrates that students of color are more likely to succeed when an “equity-presence" is created along with social, cognitive, and teaching presences in online environments. They conclude by proposing equity-minded teaching strategies that faculty can implement to keep diverse students connected and learning at this unprecedented time. View the recording here. | April 1, 2020, 10 a.m. to 11:30 a.m. | 4/1/2020 | Becoming Student-Ready | | | April 2020 | 04 | 202004-April 2020 | |
| | | Live Webcast | In collaboration with the Department of Mathematics, the College of Natural and Social Sciences, and the Office of Undergraduate Studies, Cal State LA's Center for Effective Teaching and Learning (CETL) administered an online mid-course “check in" to 6,688 students enrolled in nine redesigned GE Quantitative Reasoning courses. While the students' responses were generally positive, they identified unpredicted aspects of course coordination and structure as important to their success. In this webcast, Catherine Haras, Senior Director, and Owynn Lancaster, Instructional Designer, both of CETL, describe the survey design and share what the results reveal about instructors' roles and the most impactful behaviors that students said supported their learning. The presenters discuss how the campus has applied the results to improve student success in mathematics and quantitative reasoning. View the recording. | February 19, 2020, 2 to 3 p.m. | 2/19/2020 | Becoming Student-Ready | | https://calstate.adobeconnect.com/ITL | February 2020 | 02 | 202002-February 2020 | |
| | | Los Angeles | Building upon foundations for continuous improvement laid in previous events, the Data Summit provided an opportunity for campus teams to deepen their understanding of the use of data to guide continuous improvement and address issues of equity and access in the context of student success in entry-level math/QR and written composition courses. Teams reviewed and shared tools used to collect and analyze data as well as findings based on data and the action planned or taken. The event also included discussions of the stages of collecting data, analyzing data communicating findings, taking action and developing strategies for establishing collective responsibility across course sections. The summit culminated with a session for participants to develop an action plan to take back to their EO 1110 implementation leadership team.
| February 13, 2020, 8 to 3:30 p.m. | 2/13/2020 | Becoming Student-Ready | | | February 2020 | 02 | 202002-February 2020 | |
| | Join | Live Webcast | To plan and sustain continuous improvement, we need to know how students are faring. The webcast begins with a brief presentation of the revised version of the Key Performance Indicators (KPI) spreadsheet that campuses may use to assist their examination of student success related to the redesign of introductory mathematics/quantitative reasoning and written communication courses. Discussion of KPIs is followed by demonstrations of the data dashboards developed by CSU Fresno and Cal Poly Pomona. These dashboards to disaggregate data by student subgroup and course type, allowing analysis that can lead to actions that increase equity and access for students in their first year of college.
View the recording
| January 29, 2020, 10 to 11 a.m. | 1/29/2020 | Becoming Student-Ready | | https://calstate.adobeconnect.com/CSU | January 2020 | 01 | 202001-January 2020 | |
| | | Live Webcast | An improvement science approach to modern computational statistics presents an opportunity for students to gain the quantitative skills needed for many careers despite variation in levels of mathematical preparation. A curriculum that goes beyond individual statistical ideas (e.g., boxplots, t-tests, correlation) to the development of interconnected and transferable knowledge provides students with strong marketable skills. To reach these goals for students in a variety of institutional settings from a range of educational backgrounds is a daunting task, requiring data-driven continuous improvement of the curricula and learning materials. In this webcast, Ji Son, Professor of Psychology at Cal State LA, shares how researchers and instructors at Cal State LA, Pierce College, and UCLA are continuously developing, implementing, and revising a free online interactive textbook for introductory statistics that engages students in simulation, randomization, and bootstrapping as tools for both doing data analysis and understanding statistical ideas. Learn how the team applies learning science theories of how people develop deep understanding of complex domains to help their mostly math-anxious students gain a coherent and practical understanding of statistics as modeling. The text can be used in a variety of instructional settings, from traditional to flipped classrooms, and Professor Son shares early results from the participating institutions.
View the recording.
| December 10, 2019, 10:00 a.m. – 11:00 a.m. | 12/10/2019 | Mathematics/Quantitative Reasoning | | https://calstate.zoom.us/j/526569024 | December 2019 | 12 | 201912-December 2019 | |
| | | Live Webcast |
As part of its commitment to inclusive excellence, the California State University (CSU) has reconfigured the student information system to allow students to indicate their pronouns and preferred names. When campuses enable this functionality, students’ information appears on class rosters and other campus records. In this live webcast, Luoluo Hong, Associate Vice Chancellor for Student Affairs and Enrollment Management, and Darlene Daclan, Director of Academic and Student Affairs Business Systems, will discuss the importance of promoting gender inclusion as a policy imperative and, more importantly, as an educational responsibility. They explain the process by which students can indicate pronouns and preferred names in the student information system and see how faculty views of student information will change. They also discuss how using names and gender pronouns creates an inclusive learning environment and instills a sense of belonging in students.
View the recording and download the slides.
| November 21, 2019, 10:00 a.m. – 11:00 a.m. | 11/21/2019 | Becoming Student-Ready | | https://www.surveymonkey.com/r/Q7JNQFY | November 2019 | 11 | 201911-November 2019 | |
| | | Live Webcast |
The California State University's new approach to placing incoming first-year students into college-level mathematics/quantitative reasoning courses has allowed a larger population of students access to introductory statistics. To address a more mathematically-diverse audience, faculty at CSU Monterey Bay adopted a corequisite support model and incorporated complex instruction, a combination of pedagogical strategies that attend to problems of social inequality in the classroom through intentionally designed participation structures and group-worthy tasks. In this webcast, Alana Unfried, Assistant Professor of Mathematics and Statistics, explains how she and her colleagues organized the corequisite structure and applied complex instruction to effectively support student learning in introductory statistics. She shares practical tips on implementation discovered along the way. While examples of learning activities are drawn from statistics, the presentation is of interest to all those who have adopted corequisite support for student success in mathematics/quantitative reasoning.
View the recording and the
download the slides | November 20, 2019, 10:00 a.m. – 11:00 a.m. | 11/20/2019 | Mathematics/Quantitative Reasoning | | https://calstate.zoom.us/j/517292943 | November 2019 | 11 | 201911-November 2019 | |
| | | Livestream | The fourth annual Graduation Initiative 2025 Symposium featured nationally recognized leaders and thought provoking presentations on degree completion and student success. Access recorded presentations and additional resources here. | October 17-18, 2019 12:00PM - 1:30 PM the next day | 10/17/2019 | Becoming Student-Ready | | https://www2.calstate.edu/csu-system/why-the-csu-matters/graduation-initiative-2025/symposium | October 2019 | 10 | 201910-October 2019 | Equity-Minded Approaches, Fostering Belonging, Rigor |
| | | Los Angeles | Building upon foundations laid this year for continuous improvement, the Year Two Planning meeting provided an opportunity for teams from all 23 California State University campuses to analyze progress made in Year One and revise goals for Year Two. Teams examined campus data to identify achievements and challenges, set student success and equity goals, and created plans to achieve those goals. The event also included a panel with representation from a CSU campus, WestEd, and the Dana Center to discuss observations, expectations, and opportunities; lunch round-tables for cross-campus discussion of topics such as sharing responsibility for student success; professional development for instructors and advisors; assessment, evaluation, and research; and the principles and practices of supported course structures; and presentations by CSU campuses on Effective Uses of Data and Effective Planning and Communication.
| June 19, 2019, 8:00 a.m. – 3:30 p.m. | 6/19/2019 | Becoming Student-Ready | | | June 2019 | 06 | 201906-June 2019 | |
| | | Live Webcast |
By drawing upon students' backgrounds, experiences, and prior knowledges, instructors can create asset-based, equitable learning environments in first-year writing and writing-intensive classrooms. In this interactive webcast, Lisa Tremain, Director of First-Year Writing, and Libbi Miller, Assistant Professor of Secondary Education, of Humboldt State University, integrate two frameworks for teaching and writing program design that use asset-based approaches. These frameworks, culturally-sustaining pedagogies (Paris and Alim, 2017) and teaching for writing knowledge transfer, emphasize explicit teaching and learning, but also risk-taking, inductive thinking, metacognition, and knowledge transformation. The facilitators share the strategies to promote students' knowledge transfer into and beyond the first-year writing classroom, and they consider how culturally-sustaining pedagogies and teaching for writing knowledge transfer can impact both the classroom space and the broader writing program.
View the
recording and download the slides. | May 17, 2019, 2:00 p.m. – 3:00 p.m. | 5/17/2019 | Student Success in First-Year Writing | | Join | May 2019 | 05 | 201905-May 2019 | |
| | | Live Webcast | Many students arrive in college with a fixed idea of what math is and convinced that they are not good at it. Brigitte Lahme, professor and chair, and Nick Dowdall, stretch program coordinator, along with colleagues in the department of mathematics and statistics at Sonoma State University, have incorporated strategies for helping students to develop a mathematical growth mindset in year-long, entry-level math courses. In this interactive webcast, they share examples of activities and targeted interventions that provide students with experiences to help them change their beliefs to:
- Math is a collaborative endeavor.
- Making mistakes is essential to learning.
- Everybody can learn math at a high level.
View the
recording and download
slides. | May 15, 10:00 a.m. – 11:00 a.m. | 5/15/2019 | Mathematics/Quantitative Reasoning | | Join | May 2019 | 05 | 201905-May 2019 | Equity-Minded Approaches, Fostering Belonging, Rigor |
| | | Zoom Meeting | With implementation of EO 1110 well underway, several campuses across the CSU are offering corequisite courses to support student success in GE mathematics/quantitative reasoning courses. Dr. Alison Lynch and Dr. Jeffrey Wand, both faculty of mathematics at CSU Monterey Bay, facilitate a discussion via Zoom of designing and delivering effective corequisite support. Participants share strategies for coordinating corequisite support with college-level courses that have worked well and discuss challenges that have arisen.
View the
recording and explore
resources shared.
| May 8, 11:00 a.m. – 12:00 p.m. | 5/8/2019 | Mathematics/Quantitative Reasoning | | | May 2019 | 05 | 201905-May 2019 | |
| | | Live Webcast | Dr. Daniel Reinholz, Assistant Professor of Mathematics Education at San Diego State University, presents EQUIP (Equity Quantified in Participation), a web app tool that tracks student engagement in an effort to help teachers be more intentional when eliciting participation and responding to student ideas. The tool has been featured in
Education Week and in Inside Higher Ed’s
Academic Minute. This webcast includes a description of the research behind EQUIP and provides a practical how-to for instructors, professional developers, and researchers to use the tool to improve equity in student participation.
View the
recording and download the slides.
| April 24, 2019, 11:00 a.m. – 12:00 p.m. | 4/24/2019 | Mathematics/Quantitative Reasoning | | Join | April 2019 | 04 | 201904-April 2019 | |
| | | Live Webcast | Students sometimes associate writing assignments with regulation and compliance, in part because they don't see a distinction between the task and its scaffolding. Small changes in assignment design can clarify these distinctions, increasing student motivation and engagement. In this interactive webcast, Jennifer Trainor, Professor of English and Director of Undergraduate Writing, provides an overview of how teachers at San Francisco State University are applying principles of visual design to curricular materials, focusing on “ill-structured problems” in assignment tasks, and helping students focus on inquiry as well as regulation to motivate them and support their success. Topics discussed include creating assignments that scaffold learning while allowing for student-directed inquiry and discovery, centering assignments on “ill-structured" problems, and drawing students’ attention away from mundane aspects of an assignment (when it’s due, how long it has to be) to the larger purposes of writing tasks.
View the
recording and download the slides.
| April 19, 2019, 2:00 p.m. – 3:00 p.m. | 4/19/2019 | Student Success in First-Year Writing | | Join | April 2019 | 04 | 201904-April 2019 | |
| | | Live Webcast | To (re)design first-year writing courses to promote student success, faculty should reflect on assignments, pedagogies, and assessments through an equity framework. In this interactive webcast, Angela Clark-Oates, Assistant Professor and Writing Programs Coordinator at Sacramento State University, shares how she and other Writing Program faculty have reimagined course-level assessment practices through an anti-racist framework, implementing grading contracts, engaging students in collaborative rubric design, and designing writing assignments that value students' labor. These practices are informed by Asao Inoue's belief that “assessment is pedagogy." Clark-Oates also facilitates discussion of the theoretical underpinnings of these practices to gather ideas for supporting faculty in continuous refinement of strategies that create equitable learning environments.
View the recording, and download the
slides.
| March 29, 2019, 2:00 p.m. – 3:00 p.m. | 3/29/2019 | Student Success in First-Year Writing | | JOIN | March 2019 | 03 | 201903-March 2019 | |
| | | Live Webcast | The California State University has embarked upon the largest reform of developmental education in four-year institutions to date. In this webcast, senior representatives from the CSU Division of Academic and Student Affairs discuss the various approaches CSU campuses are employing that contribute to the national discussion of student success in postsecondary education. They will share what has been learned from the first term of implementation, including a review of the goals of the initiative, preliminary outcome data, challenges encountered along the way, and expectations for the future. The webcast also includes information about Early Start 2019 and improvements to the placement process for the 2019-20 academic year. View the recording, and download the slides.
| Thursday, March 21, 2019, 2:00 p.m. to 3:00 p.m | 3/21/2019 | Becoming Student-Ready | | REGISTER | March 2019 | 03 | 201903-March 2019 | |
| | | California State University, Fresno | The 21st Annual
CSU Symposium on Teaching and Learning, “Education Our Golden State – Reaching the Next Generation of Californians,” was hosted by Fresno’s Center for Faculty Excellence with support from the CSU Institute for Teaching and Learning and the CSU Faculty Development Council. Keynotes were livestreamed are available for viewing: see Kevin Kelly on
Using Universal Design for Learning and Equity Principles to Assess for Improvement, Inclusion and Student Success, Margery Ginsberg on Motivational Integrity: The Soul of Post-secondary Equity, and Luke Wood on Advancing Equity in Climates of Resistance. Between keynotes, CSU and California Community College faculty presented work related to empowering first-generation students; supporting students in first-year writing, math, and quantitative reasoning; equity, inclusion, and strength-based pedagogies; assessment for improvement; technology, innovation, and online and blended learning; and mindfulness and wellness in over 90 concurrent sessions and posters. View the complete program. | March 9, 2019 | 3/9/2019 | Becoming Student-Ready | | Register | March 2019 | 03 | 201903-March 2019 | |
| | | Zoom Webinar | Looking for an effective teaching-learning strategy to impact student success and graduation rates while closing equity gaps? CSU Academic Technology Services hosted a two-hour webinar on Supplemental Instruction (SI), a high-impact practice many of our campuses are using to make significant progress toward the goals of Graduation Initiative 2025.
| Friday, March 1, 2019, 12:00PM – 2:00PM | 3/1/2019 | Supplemental Instruction | | Register | March 2019 | 03 | 201903-March 2019 | |
| | | Interactive Webinar | In this two-hour interactive webinar, Joan Zoellner, Course Program Specialist for Mathematics in Higher Education of the Charles A. Dana Center at the University of Texas at Austin, introduces several easy-to-implement, low-floor, high-ceiling learning activities that can be used to differentiate instruction. The strategies demonstrated include concept checks, equivalence justifications, and novice-to-expert card sort activities. The purpose, construction, and recommended facilitation strategies for each activity are discussed, as well as how to best leverage the activity to provide learners with diverse levels of competence and confidence the opportunity to work together to develop their mathematical and quantitative reasoning abilities. View the
recording and download the
transcript and slides.
| February 26, 2019, 2:00 p.m. to 4:00 p.m. | 2/25/2019 | Mathematics/Quantitative Reasoning | | | February 2019 | 02 | 201902-February 2019 | |
| | | Live Webcast | Engaging first-year writing faculty in communities of practice creates a culture of professionalization and specialization that in turn fosters classroom learning environments that promote student success. In this interactive webcast, Richard McNabb, Professor of Rhetoric and Composition and Writing Program Administrator shares practices recently introduced by the Department of English and Comparative Literature at San José State University to engage faculty with current conversations in the field of Rhetoric and Composition: teaching cohorts, writing assessment, and in-person and online professional development.
View the recording and download the slides. | February 15, 2019, 2:00 p.m. to 3:00 p.m. | 2/15/2019 | Student Success in First-Year Writing | | Join | February 2019 | 02 | 201902-February 2019 | |
| | | Sacramento (Northern Region) | At these regional meetings, campus teams shared lessons learned from the first cycle of implementing entry-level written communication and mathematics/quantitative reasoning courses redesigned to be offered with "just-in-time" support and strategize improvements. These one-day events were facilitated by the Charles A. Dana Center, in collaboration with CSU Academic Success and Inclusive Excellence, the CSU Center for Advancement of Instruction in Quantitative Reasoning, and the CSU Institute for Teaching and Learning.
| February 8, 2019, 8:00AM – 3:00 PM | 2/8/2019 | Becoming Student-Ready | | | February 2019 | 02 | 201902-February 2019 | |
| | | Long Beach (Southern Region) | At these regional meetings, campus teams shared lessons learned from the first cycle of implementing entry-level written communication and mathematics/quantitative reasoning courses redesigned to be offered with "just-in-time" support and strategize improvements. These one-day events were facilitated by the Charles A. Dana Center, in collaboration with CSU Academic Success and Inclusive Excellence, the CSU Center for Advancement of Instruction in Quantitative Reasoning, and the CSU Institute for Teaching and Learning.
| February 1, 2019, 8:00AM – 3:00 PM | 2/1/2019 | Becoming Student-Ready | | | February 2019 | 02 | 201902-February 2019 | |