SPS Advanced Online Workshops for Faculty

Apply to register here for our upcoming new advanced online workshops sponsored by CUNY School of Professional Studies (SPS), focused on diverse topical areas and highlighting best practices in teaching. Workshops are conducted completely online and are facilitated by SPS faculty development staff or faculty via Blackboard. While the majority are conducted online in asynchronous mode, please read descriptions with care as some workshops may also include synchronous, online real time sessions.

Workshop cohorts are limited to 20- 25 participants in order to promote interactivity and communication. Workshops are open to all CUNY faculty unless otherwise noted.

These advanced workshops are designed to be purely voluntary professional development activities and unless otherwise stipulated, no payment is provided to faculty for participating. Faculty are welcome to participate on a casual basis–participating in some but not all activities–but to attain a certificate of completion from SPS Office of Faculty Development and Instructional Technology, faculty must fulfill all stated requirements of the workshop. Those who complete all requirements can expect to spend an average of 5-7 hours throughout an 8-day workshop, 7-10 hours for a 10 day workshop, and 10-12 hours for a 15 day workshop.  

Workshop Descriptions and Objectives

Please read the following carefully before registering here

Still have questions? Contact Susan.Ko@mail.cuny.edu

 

Engage to Learn: Multimedia Tools for Online Teaching and Learningoffered online for 15 days, April 21-May 5th, School of Professional Studies faculty only

Online or hybrid teaching provides a vital opportunity to flip the classroom and put students in a position from which they are actively creating and not just passively receiving course content. In this workshop, we will introduce several new multimedia and interactive tools that will help make your courses more dynamic and engaging. We will explore the ways that tools like VoiceThread, infographics, mindmapping software, and screencast videos can be used in conjunction with those tools provided in Blackboard. The goal of such tools is to open up new possibilities for interaction between students and instructors, among students themselves, and between students and course material.

The workshop will combine lessons and discussion in an asynchronous format with live, hands-on experience with various multimedia tools. Participants will also work together to develop assignments and activities they can use immediately in their courses.

For this first running of the workshop, SPS faculty participants will be eligible to receive a stipend of $150 after successful completion of all workshop requirements plus one additional assignment due by June 1.

Learning outcomes for this workshop–participants are expected to learn

  • To distinguish between the different categories of multimedia and interactive tools
  • To identify aspects of your own course that could be enriched or enhanced by greater interactivity
  • To explore the features and functions afforded by various multimedia tools
  • To select one or more tools and develop a plan to apply them in your own course
  • To create one or more multimedia objects or assignments to be implemented in your own course

 

(past) Enhancing your Classroom with Blackboard Collaborateoffered online for 10 days, Feb. 24-March 5th

In this workshop, we will explore the many features of Blackboard Collaborate. Blackboard Collaborate allows instructors to enliven their courses with real-time (synchronous) sessions that can include audio and video interaction with students, an interactive whiteboard, application and desktop sharing, and breakout rooms for student groups.  Collaborate provides your online class with more immediate communication and opens up new possibilities for group work and presentations for both online and face to face courses.

The workshop will combine lessons and discussion in an asynchronous format with live, real-time Collaborate sessions, allowing you to get to know Collaborate while working together to design lesson-plans and assignments for immediate use in your courses.

Schedule and Participation

Most of the workshop activity takes place over the first 8 days; in the last two days, participants will schedule and attend one small-group presentation.  Because Collaborate is a synchronous tool, everyone will participate in a total of two hour-long live sessions to practice and gain hands-on experience.

Learning outcomes for this workshop–participants are expected to learn

  • To distinguish between the various tools and features Collaborate offers and gain familiarity with their use
  • To evaluate the appropriateness of tools and presentation modes with reference to student audience, course learning outcomes, and course activities
  • To gain confidence in moderating Collaborate sessions
  • To design Collaborate activities and assignments that promote student interaction with course content
  • To brainstorm and share activity and assignment ideas in live sessions and in discussion with other faculty

 

(past) Writing is Thinking: How to Improve Student Writing in Your Courseoffered online for  8 days, March 31-April 7th 

Premised on the notion of writing as a continuous thinking/learning process, this workshop is intended to provide faculty with tools to incorporate writing into their courses so as to increase student engagement and learning. While many tend to treat writing as merely the outpouring of already developed ideas and reflections on a particular topic, research findings have shown that writing indeed is a tool for thinking, through which we come to develop our ideas in much more complex ways.

The workshop will address not only the different types of writing activities that can be introduced, but also how to provide students with the opportunity to refine and rework a piece of writing. Some of the areas explored are high and low stakes writing, scaffolding the writing process for students, the discussion board as a means to foster critical thinking and writing, using technology to engage and motivate students to write, and providing more effective feedback on writing. Throughout this workshop, participants will be asked to apply the lessons and principles learned to improve their current course writing activities or to introduce new approaches.

Learning outcomes for this workshop–participants are expected to learn

  • To identify the pedagogical principles behind scaffolding and sequencing of writing
  • To distinguish between low and high stakes writing assignments in the context of your own course
  • To apply some concrete strategies for fostering critical thinking through writing on the discussion board
  • To identify technology tools that have the potential to motivate and engage your students in writing
  • To identify the different  approaches to providing feedback to students on writing
  • To apply the workshop lessons to improve a current course writing activity or to formulate a new writing activity

 

 

Register for the above Spring 2014 Spring Advanced workshops here

Summer 2014 Workshop Preview

Essential Instructional Design for Facultyoffered again in Summer 2014, registration begins May 2014

This workshop is intended to foster more effective course and assignment design by CUNY faculty.  It provides participants with a better understanding of the essential principles of instructional design and explores alternative approaches to presenting content and fulfilling learning outcomes.

It also provides an overview of the different ways courses can be organized in Blackboard with an eye to selecting the formats that might be most appropriate for a particular course. Participants will reflect on their current design and organization practices and should emerge with some strategies that they can immediately apply to their own teaching.

There are no prerequisites for this workshop other than a basic familiarity with Blackboard. This workshop is particularly recommended for those who teach online or hybrid courses.

Note: Faculty should not take this workshop if they are enrolled concurrently in the Preparation for Teaching Online workshop.

Learning outcomes for this workshop–participants are expected to learn

  • To identify and select instructional design approaches that provide the most appropriate structure and organization for courses and assignments.
  • To compose more effective assignment instructions with an emphasis on logical order, well defined tasks, sufficient supporting information, and overall clarity.
  • To distinguish the characteristics of different presentation formats in order to select those most suitable for one’s course.
  • To appraise appropriateness of assignments and presentation modes with reference to student audience and course goals.
  • To compare and contrast the different layout formats in Blackboard as they pertain to one’s own course.

The Art of Feedbackoffered again in Summer 2014, registration begins May 2014

This workshop is designed to engage CUNY faculty in critical discussions and activities that will strengthen instructors’ approaches to providing students with high quality feedback. It provides participants with a better understanding of the basis for effective feedback, sharing evidence-based resources and addresses the issue of assignment design and its impact on the feedback process. It also introduces streamlined and efficacious processes that can help instructors manage their workload and more clearly communicate their feedback to students. Participants will reflect on their own practice and should emerge with some strategies that they can immediately apply to their own teaching.

There are no prerequisites for this workshop other than a basic familiarity with Blackboard. However, faculty should not take this workshop if they are enrolled concurrently with the Preparation for Teaching Online workshop.

Learning outcomes for this workshop–participants are expected to learn

  • To identify and select instructional methods and approaches that make the process of providing students with feedback that is better quality, more efficient and frequent, consistent, reliable, objective and fair
  • To experiment with approaches to improving the design of assignments
  • To review the various means for providing students with written, automated, audio and video feedback in Blackboard
  • To explore why, when and how to create and use rubrics
  • To reflect on feedback practices with an eye to improving student learning

 

Please note:  If there is sufficient demand, and if there is a workshop facilitator available, we will consider adding sections for the same or later dates. Each workshop title is offered at least twice per year.