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Taking a Big Project from “Big Problem” to “No Big Deal”

Sometimes it seems like the higher education landscape has gone from evolution at a manageable pace to revolution at warp speed overnight. For instance, say you’ve been adapting your course regularly to accommodate learner needs, new technologies, and current trends in your field, when, suddenly, you find yourself facing a complete, top-to-bottom curricular redesign initiative, in partnership with fellow faculty and vested stakeholders--in record time. Presented with such an undertaking, how you structure that limited time, build and maintain relationships, and leverage your resources (including instructional designers!) will make all the difference between “big problem” and “no big deal.” Faculty as Project Manager As noted in a previous post on faculty as writers (and instructional designers as editors), singular job titles comprise a composite of identities; no one is just one thing. How you self-identify will have a direct effect on how you see yourself and how others see you. And
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Fall 2021 RISE/SABER Inclusive Teaching Seminar Series

Do you want to make your classroom more inclusive? Do you feel like you might need to learn more about what inequities might even exist in the classroom? The ASU Research for Inclusive STEM Education (RISE) Center is sponsoring a virtual seminar series this semester focused on inclusive STEM education! Building off of a successful seminar series last year that attracted between 200-1000 people at each talk, there will be three seminars this fall term. All of the events are free, no registration is required, and online ! Just click the zoom links below to join the Zoom webinar! For more information (or to check out past recorded seminars), visit the Society for the Advancement of Biology Education Research  (SABER) website on diversity and inclusion efforts . Upcoming Events Understanding oppression faced by Asian Americans Thursday, September 16th, 9am PT Sapna Cheryan, University of Washington Zoom link: The meaning beyond the words: How languag

Reimagining Collaboration: With Professors Jon Harrison, Pierre Deviche, and Kevin McGraw

The Teaching Innovation Center kicked off their SPARC* Series with a workshop titled, " Reimagining collaboration: With Professors Jon Harrison, Pierre Deviche, and Kevin McGraw" on Wednesday, September 1, 2021. The SPARC* series stands for, " SOLS Plan to Adapt and Reimagine Courses, " and is geared toward discussing the benefits, challenges, and examples of adapting and reimagining aspects of courses, both online and in-person. As classes have transitioned back to the physical classroom from distance learning in the wake of the pandemic, faculty have had to reimagine how to approach instruction. In the same sense, online courses that have continued to function online are taking a look at what works, especially in terms of engagement and collaboration. There is an opportunity to explore what has been most effective in online learning and how we can reimagine it for the physical classroom and the online sphere. The topic of this workshop was collaboration. Collabo

Engagement Tips from the Influencer’s Playbook

With the rapid rise of Instagram Reels and viral TikToks, students are often “plugged in” for hours socializing but struggling to focus in online learning environments. What is the perceived difference between the two? Influence and value. We know education is valuable, but what gives social media the influencing advantage? A social media “influencer” is someone with a large following of people and the ability to impact trends and purchases. This person has created a sense of value for their posts and can even earn an income from networking and collaborating with other brands.  Believe it or not, social media influencers and online educators have a lot in common : they each want to draw in and engage a targeted audience online, but they also have to work within data-driven “rules” to make their desired impact. Instead of resisting social media’s influence on our current culture, here are a few online engagement tips borrowed from the Influencer’s playbook that can outlast any trend.

Experiences of STEM students with Disabilities During the Transition to Emergency Remote Instruction

How accessible is online education? Due to the COVID-19 pandemic, students across the globe have had to adjust to a new normal as colleges and universities rapidly transitioned from in-person instruction to online and hybrid instruction. Though many applauded the newly found flexibility of online instruction, many undergraduate students found new challenges, specifically those students with disabilities. In a recent study published in the journal CBE Life Sciences Education, researchers interviewed science, technology, engineering, and math (STEM) undergraduate students with disabilities (SWDs) from large-enrollment universities about the effects of the transition to emergency remote instruction. The experiences of students with disabilities in STEM courses Disability is often overlooked in education and in STEM education in particular, even though there are legal mandates for these students to be supported. Students with disabilities makeup about 5% of STEM undergraduate programs and