community engagement

August 2, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Case Studies, Constructivism, Course Design, Discussions, Diversity, Instructor Behaviors, Online Learning, Pedagogy, Reflections, Why

The Five Es and Lesson Plans to Inspire Learner Voice

Samantha Abarca & Dr. Leena Bakshi facilitated a session at the CAST UDL symposium entitled “Inspiring Learner Voice through Racial and Social Justice in UDL.” They shared their slides and a lesson planning document. The session had participants from Canada and all throughout the country based on the chat. Bakshi is a member of an […]

June 16, 2021
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Discussions, Instructor Behaviors, Lilly Conference, Metacognition, Pedagogy, Presentations & Talks, Reflections, Teaching techniques, Why

Feedback for Learners and Instructors

Natalia Yevgenyevna Collings, Central Michigan University presented on “Effective feedback: Building a community of learners” as part of the Lilly Conference online 2021. Collings is in the Department of Teacher Education and Professional Development and mentioned teaching undergraduates and graduate students. Collings spoke about teaching for fifteen years and being very interested in feedback, mentioning […]

April 30, 2021
By Carlos C. Goller
Academic Development, Learning Communities, Open Pedagogy, Presentations & Talks, Reflections, Softwares, Transfer Students, Website

Community Commons in a Box?

At first, I looked over this OERxDomains21 session… then I read the description and was intrigued. Entitled “OpenLab – Open Infrastructure in Action at CUNY” Charlie Edwards, Jody Rosen and Christopher Stein described a virtual space for community building. Rosen described how the project began with a Department of Education grant to support their institution […]

April 23, 2021
By Carlos C. Goller
Academic Development, Community of Practice, Course Design, Discussions, Online Learning, Open Pedagogy, Pedagogy, Presentations & Talks, Reflections, Wellbeing, Why

Open Communities and Publications During the Pandemic

Another great session from day 1 of OERxDomains21 was entitled “Open Reading with Your Eyes Shut: Demystifying Foo-Foo the Snoo” presented by Mark Brown. The title was referring to Dr. Seuss, and Brown introduced the challenge of having so many open access journals and filtering resources for reliability! The National Institute for Digital Learning publishes […]

April 7, 2021
By Carlos C. Goller
Academic Development, DBER and SoTL, Discussions, Diversity, Pedagogy, Presentations & Talks, Reflections, Why

Prosocial Utility and Textbooks

Karen Hales facilitated a virtual journal club session as part of the LSE webinar series last October that caught my attention: “Promoting Science Interest with Prosocial Utility.” Jeanette Zambrano, a doctoral student in Urban Education Policy with a concentration in Educational Psychology at University of Southern California introduced goal-congruity theory. Zambrano talked about dropout in […]

April 1, 2021
By Carlos C. Goller
Academic Development, Course Design, Diversity, Guest Speakers, Instructor Behaviors, Online Learning, Pedagogy, Presentations & Talks, Reflections, Teaching techniques, Why

Modeling Learning

I receive the ACUE newsletter and often find interesting articles or links to talks. The email this week included a session entitled “Success for Every Student Through Effective Teaching” that is part of ACUE’s panel discussion from the California Community College Association for Occupational Education (CCCAOE) Conference. I watched it tonight after getting my first dose […]

March 11, 2021
By Carlos C. Goller
Information Literacy, Interprofessional Education, Lilly Conference, Mentoring, Pedagogy, Reflections, Student groups, Why

The Frederick Douglass Institute

Drs. Shavonne Shorter and Robert J. Green from Bloomsbury University have a great program to support marginalized students. As we prepare for our summer programs, I watched this session again this evening with Amada (and bedtime routine). The title of Shorter and Green’s 2020 Lilly Conference asynchronous session “Increasing Marginalized Student Success Through the Frederick […]

March 3, 2021
By Carlos C. Goller
annotation, Course Design, Discussions, Diversity, Guest Speakers, Information Literacy, Lilly Conference, Online Learning, Open Pedagogy, Pedagogy, Reflections, Service Learning, Student groups, Teaching techniques, Why

Social Justice and Spanish

Amanda Petersen from the University of California San Diego presented at the 2020 Lilly Conference on “Through the Social Justice Lens: Cases from Language and Literatures” with colleagues. Petersen talked about the use of social justice language pedagogy in introductory courses. I did not think about this. Petersen defined social justice language pedagogy as: Social […]

February 28, 2021
By Carlos C. Goller
Diversity, Lilly Conference, Online Learning, Pedagogy, Reflections

Online Case Study Modules on Seeking Equity

Professor Christina Yongue from the University of North Carolina Greensboro presented with coauthor Professor Christina Dixon on online case studies to promote equity at the 2020 Lilly Conference online. I’m very interested in the use of case studies in online courses and how to improve implementation, engagement (of all participants), and assessment. Including discussions about […]

January 18, 2021
By Carlos C. Goller
Lilly Conference, Pedagogy, Reflections, Service Learning, Why

Experiential Learning… Virtually

Dr. Laura Hunt Trull from James Madison University shared insights on teaching a grant writing course with significant experiential learning at the 2020 Lilly Conference. Hunt Trull began by introducing (for me, probably review for others familiar with experiential learning) National Society for Experiential Education (NSEE) Principles of Good Practice. There are eight principles: intention, […]

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