Summer Teaching Planning Workshops
Are you teaching this summer? Summer teaching can pose special challenges as some courses meet in compressed sessions, often with longer class meetings or in a different modality than during the regular academic year. And all of us are facing the challenge of engaging students in our classes. Whether you are new to summer teaching or a veteran, join us for any or all of our workshops designed to help you as you plan your summer course.
Can’t make these times? Schedule a one-on-one consultation with a faculty developer or take advantage of our assignment review service.
Need help with technological tools? Canvas, multimedia discussion tools (Flipgrid & Voicethread), Social annotation tools (Perusall & Hypothesis) — Register for the ITDS May 10th Summer Workshop.
We’d all rather be at the beach: Engaging summer students in-person and on Zoom
Are your students staring blankly at you? Do they seem uninterested in participating in class and dreaming of being on the beach? Online pandemic education has increased student passivity, anxiety and discomfort with active, engaged learning. In this session we will share experiences and discuss how to move forward with special attention to summer courses.
Check one, check two: Review of the syllabus
At its basic level, the course syllabus helps set the tone for the class by communicating how it will be taught and what will be required of students for a successful completion. At its best, this document can help foster a more engaging and collaborative learning environment. We’ll review a checklist of what’s in place, what needs to be edited and what might be missing, with special attention to planning for summer courses.
In person summer: So much time; what to do with it?
Summer courses that condense courses into fewer weeks while expanding the length of individual class sessions present faculty with pacing and student engagement challenges different from those faced during a regular semester. In this meeting, we will discuss using course objectives to guide content as we examine how to create classes that balance teaching with active learning, breaks, and student working time.
Teaching in the Summer Asynchronously
Teaching in the summer can be a struggle in terms of engagement, but it can further be a challenge in an asynchronous format, especially if that format is new to the instructor and/or students. During this presentation, we will review things to consider when transforming a traditional,16-week course into an async summer session. Specifically, we will consider questions regarding course design and meeting learning objectives in an online (and possibly condensed) format and will review ways to foster engagement both among students and with the instructor.
The Basics of Synchronous Summer Teaching
This workshop will walk you through the basic steps to organize, plan, and structure your synchronous online summer course. We will discuss the steps in planning your course and deciding how to compress a 16-week course into a shorter time frame, and look at examples of major course elements such as learning objectives, assessments, student engagement techniques, and structuring individual class meetings.
Teaching summer bridge: What faculty need to know
The Summer Bridge program is designed to acclimate students to the University, to engage them in the college learning environment, and give them a head start on their 120 credit journey. It’s a great program for students, and it’s a unique opportunity to engage with new Montclair students. The challenge, however, is that these are students who spent most of their high school years in pandemic-learning. So, we have to think about how to be successful with these students. We’ll run through the built-in support programming – supplemental instruction, staffed study hall, mentor groups, etc – and advise faculty on strategies to take to make Summer Bridge work well for students and faculty. Jointly offered by OFA and CAST.