REAL 2015 Report-3€¦ · REAL week Report 3 REAL week (Relating, Experiencing, Applying,...

R E P O R T

REAL Week 2015

R E A L : R e l a t i n g , E x p e r i e n c i n g , A p p l y i n g , L e a r n i n g

Maryville University, Finch Center for Teaching & Learning

St. Louis, MO 63141

Jesse Kavadlo and Laura Ross

R E A L w e e k R e p o r t 2

T a b l e o f C o n t e n t s

O V E R V I EW 3

C E N T E R F O R T E A C H I N G & L E A R N I N G R E A L W E E K G O A L S

R E A L W E E K O U T L I N E 4

S T A T I S T I C S S U R V E Y R E S U L T S C O S T

A D V E R T I S EM E N T 5 W H A T W E L E A R N E D

WHA T W E L E A R N E D C O N T I N U E D 6 C L O S I N G R E M A R K S

T IM E L I N E 7

C T L P R O G R AMM I N G 2 0 1 5 / 2 0 1 6 8

E X H I B I T # 1 -‐ T O P I C I D E A S ( F A C U L T Y ) 9 -‐ 1 0

E X H I B I T # 2 – T O P I C I D E A S ( D E A N S ) 1 1

E X H I B I T # 3 – F I N A L S E S S I O N T I T L E S A N D D E S C R I P T I O N S 1 2

E X H I B I T # 4 – F I N A L S C H E D U L E 1 5

E X H I B I T # 5 -‐ S E S S I O N L O C A T I O N S 1 6

E X H I B I T # 6 – F O O D C O N T R A C T S 1 7 -‐ 2 8

E X H I B I T # 7 -‐ # 1 0 – 2 0 1 5 / 1 6 C T L P R O G R A MM I N G 2 9 -‐ 3 2

E X H I B I T # 1 1 – R E G I S T R A N T S F O R S E S S I O N S 3 3

E X H I B I T # 1 2 – V I D E O D E S C R I P T I O N S A N D L I N K S 3 4

E X H I B I T # 1 3 -‐ # 1 4 – R E A L P R E S S R E L E A S E A N D W R A P U P S T O R Y 3 5 -‐ 3 6

E X H I B I T # 1 5 – S U R V E Y R E S U L T S 3 7 -‐ 4 7

O v e r v i e w


REAL week (Relating, Experiencing, Applying, Learning) is a five-day professional development event to be held each fall before the start of classes at Maryville University for full-time faculty. This year, 2015, was the first of these weeks. REAL week is hosted by the Finch Center for Teaching and Learning (CTL). Full-time faculty members are required to attend and are compensated for their time. After compiling all data from a full-faculty meeting Padlet discussion1 (see exhibit #1 for faculty topic ideas) and listening to all requests (see exhibit #2 for Deans’ topic ideas), session titles were determined (see exhibit #3 for list of titles and descriptions), the schedule was finalized (see exhibit #4 for final schedule), and the rooms were allocated (see exhibit #5 for room allocation example). From the inception of REAL week in June 2015 to the execution in August 2015, the CTL was successful in meeting the goals set forth and will look forward to further improving the professional development weeks as they continue. The sessions held during REAL week were purposeful and thoughtful, filled with interest and collaborative spirit across all disciplines during and between sessions. Attendees were excited to share what they had learned and discussed in their sessions throughout the day. The first of many REAL weeks was a unequivocal success: no negative comments were received, only positive comments and constructive feedback.

C e n t e r f o r T e a c h i n g a n d L e a r n i n g G o a l s f o r R E A L W e e k :

1. To provide pathways and possibilities for collaboration and sharing best practices and to model those practices ourselves. 2. To allow instructors to reflect and act upon problems and possibilities afforded by contemporary changes in higher education. 3. To create a learning community. 4. To provide time, space, groups and support for instructors in preparing course materials for the upcoming semester and year. 5. To establish shared interests connections, and groups that will continue to grow throughout the semester, looking toward Faculty Development Day in January as a time to reconvene, revisit ideas, and reassess.

R E A L W e e k O u t l i n e

1 Padlet: An online application that allows discussions to happen in a continuous manner; much like a sheet of paper being passed from person to person electronically


- 60 sessions and 39 different topics (those anticipated to be most popular were repeated throughout the week)

- Each of these discussions/workshops would be 50 minutes long and sessions - Sessions were led by a minimum of two Maryville faculty facilitators. - Between two and five sessions were offered during any one time so everyone could make each day a

day that would be important to their fields, interests and curiosities.

S t a t i s t i c s : Total Registrants = 146 Total Full Time Faculty = 134 Total Full Time Faculty in attendance = 130 Additional attendees included 9 adjunct faculty and 7 staff members 97% of full time faculty attended. See exhibit #11 for number of registrants for each session

S u r v e y R e s u l t s : 18 questions were asked on the survey. The survey is divided into three sections: “How likely…,” open ended, and logistical questions. Below is a summary; see exhibit #13 for full survey results. The survey results demonstrate a favorable outlook toward REAL week:

- 55% of registrants are likely or very likely to volunteer as a facilitator next fall - 60% of registrants are likely or very likely to form/participate in a learning community this academic

year based on REAL session topics - 90% of registrants are likely or very likely to use session ideas this academic year

In regard to logistics during REAL week 2015:

- 87% of registrants were satisfied or very satisfied with facilities and classrooms - 67% of registrants were satisfied or very satisfied with web presence and communication - 58% of registrants were satisfied or very satisfied with meals and snacks provided - 63% of registrants were satisfied or very satisfied with the scheduling for the week

C o s t : CTL purchased lunch tickets on 8/10 and snacks and drinks were available 8/10-8/13 in the PCC: $3,164.56 Academic Affairs hosted a New Faculty Breakfast on 8/10: $264.76 The Deans hosted a wine and cheese hour at the end of each day: $2,271 The Office of the President, hosted the party at the end of the week: $684.43 Total Cost of REAL 2015: $6,385.05 See exhibit #6 for all REAL food and beverage contracts.

A d v e r t i s e m e n t f o r R E A L w e e k :


- Four videos were released to inform and excite faculty members about REAL week 2015. o These videos were all filmed with iPads, as we wanted to showcase the iPad feature as a way

to communicate with students. o See exhibit #12 for full description and links to REAL week 2015 videos.

- A REAL week press release was also published on Campustechnology.com (See exhibit #13) - A REAL week “wrap up” blog was posted on MPress. (See exhibit #14)

W h a t W e L e a r n e d :

Continue the Padlet and other appropriate online conversations throughout the year o (Padlet: An online application that allows discussions to happen in a continuous manner; much

like a sheet of paper being passed from person to person electronically), was very helpful and gave all faculty an opportunity to take ownership for discussion topics.

Continue using Canvas as a discussion and preview material platform

o We flipped2 the week by asking facilitators to provide preview material (video, article, pdf, PowerPoint) prior to meeting for sessions. The purpose of this was for attendees to spend time working on a problem or answering a question, rather than learning about the topic. This was very successful for the sessions that utilized this tool.

Continue to ask Maryville faculty members to facilitate sessions o The faculty-led aspect seemed to create the feeling of community. A discussion format, which was

advocated and outlined by the CTL, was overall more effective than presentation format that some faculty chose to utilize.

Continue to make room assignments available through our blog site and social media o This worked very well in encouraging faculty to use their iPad devices and check in with our

social media pages. This encouraged connection before and after the sessions began.

Have session schedules and room assignments available earlier to faculty

o Some faculty members were concerned about where to go and what to do if they forgot or misplaced their schedule. This portion of REAL can be revised and improved.

Close registration at least one week before the event, and revise registration program format and function

o The registration process can be improved. Registrants were unsure of which sessions and times they signed up for and registrants signed up for more sessions that were shown on the first page of the program. Registrants should be able to see all sessions before making their decisions. They should also have the ability to save the schedule that they select and refer back to it.

Schedule group breaks o Some registrants were tired after a full day of sessions. While we anticipated faculty would take

their own breaks, the session topics were intriguing to many people, some of whom did not take any breaks. A scheduled break would also encourage more community and working together.

Have food and drink available all day in the Walker Hall common area o We provided food and drink available in the President’s Conference Center, but most sessions

were held in Walker.

2 A t y p e o f l e a r n i n g / t e a c h i n g w h e r e l e c t u r e s a n d i n f o r m a t i o n i s g i v e n p r i o r t o c l a s s m e e t i n g s a n d d i s c u s s i o n s a n d g r o u p w o r k b e c o m e t h e f o c u s d u r i n g c l a s s t i m e .


Book all rooms in Walker Hall early so people do not have to rush to another building o Because of the short notice of planning this event and booking the rooms, many Walker rooms

were already in use. This forced us to incorporate one classroom in Reid as well, causing some people to be later than anticipated for sessions.

Plan sessions to last 75 minutes, as opposed to 50, with breaks between sessions o It was clear that most sessions were running over the 50 minute time into 60 and even 70

minutes in some cases. The general consensus from those in attendance was that the timing of each session should be 1 hour and 15 minutes.

Schedule College/School meeting during the middle of the week. o The structure for REAL week 2015 was four days of “convention-style” programming and a fifth

day of meetings with Colleges and Schools. Changing meetings with colleges and schools was on Wednesday may help break up the week.

Devote one of the days for group work, writing, or research o This is another way to break up the week. But more importantly, it can allow participants to

apply ideas from their sessions immediately, hands on, in a collaborative setting.

Invite more adjunct faculty o In its inaugural year, the CTL was unable to prepare for the possibility of dozens or even a

hundred additional attendees if all adjunct faculty were invited.

Improve attendance system. o When registering, faculty members were asked to include their user name. We had intended to

also take attendance during sessions so we could compare the sign up sheet with the people who attended. We only received attendance for 4 of the 60 sessions.

C l o s i n g R e m a r k s

The CTL is pleased with the execution and reception of the first of many REAL weeks at Maryville University. The CTL and the University as a whole met its goals. Faculty members received training and used iPads, led and participated in discussion groups pertaining to improving face to face and online instruction, and were given opportunities to apply best practices to their own disciplines and courses. The CTL provided the institutional support, structure, and scheduling to facilitate faculty focus, sharing, and learning more about teaching. Many topics discussed included applying technology to the classroom, innovative teaching techniques, and learner-centered teaching strategies. REAL week offered faculty the opportunity to reconnect before the beginning of the academic year and for new faculty to meet returning faculty and familiarize themselves with Maryville’s campus. While the CTL is pleased with the format and execution for REAL week 2015, we look forward to further improving the weeks in the future based on what we learned this year and feedback from registrants.

R E A L W e e k 2 0 1 5 T i m e l i n e ( a b b r e v i a t e d ) :


Week of June 1st- -‐ New Director, Jesse Kavadlo, and Assistant Director, Laura Guyer Ross, appointed to the Finch Center

for Teaching and Learning -‐ Three basic goals established for the upcoming professional development week to be held August 10-14:

to provide and unexpected experience, to “flip” this development week, and to communicate through videos and social media and not exclusively emails

Week of June 15th – -‐ Decided on the name REAL -‐ Developed the first draft of the schedule -‐ Contacted session facilitators -‐ Met with Sam Harris3 (these meetings would continue through August) -‐ Developed goals for REAL week Week of June 22nd: -‐ Met with Janet Edwards and Chris Reimer to ensure the most effective web and social media presence -‐ Filmed Notecard video -‐ Finalized schedule -‐ Built Facebook and Twitter pages. -‐ Updated facilitators on master schedule Week of June 29th: -‐ Released Notecard Video -‐ Met with Dr. Mary Ellen Finch, Vice President of Academic Affairs. -‐ Redesigned website -‐ Updated facilitators Week of July 13th: -‐ Filmed “M” video -‐ Finalized logo -‐ Met with Janet Edwards regarding press release -‐ Met and discuss food plans Week of July 20th: -‐ Contacted facilitators with reminder email to adjust session titles and descriptions -‐ Released M video -‐ Checked out rooms for REAL week Week of July 27th: -‐ Emailed all faculty with link to schedule page -‐ Posted schedule and details on social media and blog site -‐ Finalized food contracts -‐ Released PowerPoint video Week of August 3rd: -‐ Filmed and released “FAQ Video” -‐ Completed Qualtrics4 survey -‐ Allocated rooms for sessions -‐ Printed lunch tickets, have large room allocation available online Week of August 10th:

3 S a m H a r r i s , D i r e c t o r o f L e a r n i n g T e c h n o l o g y a n d S u p p o r t , w a s i n t e g r a l i n a d v i s i n g t h e C T L i n a l l t h i n g s t e c h n o l o g i c a l , t h e c r e a t i o n o f t h e C a n v a s s h e l l s a n d t h e a l l o c a t i o n a n d c o m m u n i c a t i o n o f s e s s i o n f a c i l i t a t i o n a n d I T d e s i g n . 4 Q u a l t r i c s : O n l i n e s u r v e y s o f t w a r e


C T L P r o g r a m m i n g 2 0 1 5 / 2 0 1 6

Student Consultants: As a successful pilot led by Dr. Mary Ellen Finch and Dr. Jennifer McCluskey, this program allowed students to become descriptive observers in teaching and teachers to learn more about their teaching. The Student Consultant/Professor relationship can evolve from two stems: 1) The professor requests a review for one particular class. He/she writes down a few questions about the general presence. The student observed the class, answers the professor’s questions and then interviews students who have been taking the class. The Student Consultant writes a report (based on a rubric) and meets with the professor to discuss his/her findings. Student receives an assignment grade for participation 2) The professor requests a Student Consultant for the semester. This relationship should be cultivated as a mentorship. The student can visit multiple courses, meets with the professor about the student’s courses and they discuss future endeavors. The student and professor write reports about the relationship. Student receives a course grade for participation. Teaching Innovation Grants (exhibit #8): Faculty (including part-time) may apply for grant money between $500 and $1000. Up to 10 grants may be awarded. Faculty will apply with an explanation of what they will be doing over the summer to learn more about teaching and will present at a teaching-centered conference and facilitate a session during fall or spring professional development week the following year. Write Club (exhibit #9): A faculty peer writing workshop for any type of writing project from an iBook to a syllabus. Faculty will meet regularly and present their work to the group. The Curiosity Series (exhibit #10): Item 1: Curiosity Panel Item 2: Planetarium Lecture (Dr. Ray Arvidson) Item 3 : Curiosity workshop Spring PD “Perspectives”: a series of longer, hands-on workshops to help establish foundations of summer work. This is still in its preliminary stage. Mary Ellen’s Book Corner (exhibit #11): Similar to the book discussions, a reading list will be provided at the beginning of the academic year. Interested participants will be added to the online book club through an iTunes U course. Discussion questions will be designed by Mary Ellen and meetings in person off campus will occur twice each academic year. Mentor Program: The CTL will facilitate conversations and will direct Mentors and Protégés toward a Canvas shell where new faculty can post questions, and the mentors can address questions and offer insightful information Center Directors of St. Louis: A Consortium:


The Maryville CTL is just one of many centers in the St. Louis area dedicated to advancing faculty development. Meeting with other Centers for Teaching and Learning and collaborating is a goal of the Finch Center for Teaching and Learning Learning CenterED Blog: This blog will reside on our blog site. and The blog posts will be written by Maryville faculty and will feature experience narratives about teaching, learning and research.

E x h i b i t # 1 – T o p i c I d e a s ( F a c u l t y )

A professional development task force was organized in the winter, which determined the best organizational strategy was a "small group/large group/workshop" format. The task force dissolved at the conclusion of the academic year. A Padlet discussion (Padlet: An online application that allows discussions to happen in a continuous manner; much like a sheet of paper being passed from person to person electronically) had taken place earlier in the year outlining topics that faculty suggested specifically for the impending professional development week in August. We read each suggestion and categorized the topics (Included). These percentages are taken from the number of times a topic was suggested, not the number of people who responded (as there were many repeated participants throughout the three Padlet discussions). The total number of responses was 207. (A topic suggestion qualifies for miscellaneous if there was not another suggestion of similar topic)

R E A L w e e k R e p o r t 1 0

T o p i c s R e t r i e v e d f r o m P a d l e t D i s c u s s i o n s R o u n d e d P e r c e n t a g e o f R e q u e s t s

Programming (improve and diversify) 5% (12)

Technology training/in classroom 27% (55) Interdisciplinary Courses (creation/show & tell) 20% (40)

Research 10% (20) University Resources 11% (22) Controversial Issues <1% (1) Life After College 1% (2) Learning Environment 2% (4) Adjunct/Unions 8% (17) Diversity 2% (5) Assessments 5% (11) Mentorship/Life Coaches 1% (2) Visiting Speakers/Other Schools 5% (10) Who are our students 2% (5) Reflection discussions <1% (1) Miscellaneous 10% (20)

0% 5% 10% 15% 20% 25% 30%

Programming (improve and

Technology training/in

Interdisciplinary Courses

Research

University Resources

Controversial Issues

Life After College

Learning Environment

Adjunct/Unions

Diversity

Assessments

Mentorship/Life Coaches

Visiting Speakers/Other

Who are our students

Reflection discussions

Miscellaneous

Rounded Percentage of Requests

Rounded Percentage of Requests


E x h i b i t # 2 – T o p i c I d e a s ( D e a n s )

The Deans developed a short list of topics they wished to be included. Their requests (among others) were as follows: D e a n s P D D r a f t “ B r e a k i n g t h e B o u n d a r i e s ” Breakfast Monday 9:30-10, ME Strategic Identity talk at 10:00, “Appy Hour” at 3:00 and Friday all day meetings with colleges and programs. They liked the idea of strands. Among others, they valued the following topics: Brain Research, Writing across curriculum, diverse learning ideas, experiential learning, mentoring, flipped class, TLC best practices, technology in the classroom and Present and future Higher ed. The Deans also wanted to avoid the typical presentation-style lecture and wanted to add New faculty breakfast on Monday from 8-10. See below the “Breaking the Boundaries” draft from May 2015. Highlighted items were executed during REAL week 2015:


E x h i b i t # 3 – F i n a l S e s s i o n T i t l e s a n d D e s c r i p t i o n s

Below please find session titles, descriptions, times and facilitators for REAL week 2015.

T i t l e D e s c r i p t i o n O f f e r e d O r g a n i z e r / p r e s e n t e r

Developing Interdisciplinary/Interprofessional Course

Think about ways to create interdisciplinary courses, facilitated by faculty who have done so successfully. PRESENTERS: let Jesse and Laura know which session(s) your group will take.

Monday at 10:00 and 2:00 Wednesday at 9:00

Kyra Krakos and John Marino/ Geri Brandt, Davis Brown, Tom Spudich

Research Show & Tell

Hear about and share scholarly accomplishments, toward the goal of faculty research support and peer groups.

Monday at 10:00 Wednesday at 9:00.

Germaine Murray Scott Angus Sandy Ross

First Day Jitters This workshop will explore ways to make the first day of class interactive and exciting while still accomplishing the work of the day. Share your techniques and get suggestions from two members of the teaching learning colleagues.

Monday at 2:00

Alice Jensen Darlene Davison

Diversity in Class How can instructors foster cross-cultural communication and build cultural literacy into classes?

Monday at 2:00 Thursday at 2:00

Mya Vaughn Bonnie Stegman Alden Craddock Christie Cruise-Harper

Online and Canvas Show & Tell - Quizzes

What makes some quizzes effective? Share quizzes and grading strategies that have benefited your course—or quizzes that have not been as successful.

Tuesday at 9:00

Kathleen Foster Manpreet Budhan Chris O’Connor

Online and Canvas Show & Tell – Discussions/assignments

How and why do instructors use online discussions and assignments in their face-to-face classes? What are some of the possibilities—or problems?

Wednesday at 11:00

Jesse Kavadlo Linda Schultz

Engaging Learners

Explore strategies for engaging learners online and in the classroom, using tools, unique assignments and other ideas.

Tuesday at 9:00 Wednesday at 11:00 & 2:00

Chammie Austin Kristen Bruzzini Cathy Hogan Dustin Loeffler

Teaching Inspiration

Those passionate about teaching (and those who want to rekindle their passion) can share the greatest inspirations to their craft, and how to strive to inspire others. Facilitated by Wick and Geri, who was Wick’s student here at Maryville.

Tuesday at 11:00

John Wickersham Geri Brandt

Handling Difficult Situations with Students

Learn about and role-play approaches to sticky situations—and ways to defuse conflicts with students before they escalate.

Tuesday at 1:00

Shirley Ashauer Rebecca Dohrman

Life After College and Best practices

How are we supporting and mentoring our students toward the future? What can we do in our courses that

Wednesday at 10:00

Leigh Deusinger, Rebecca Dohrman


for internships prepare them for post-college life? Addressing Controversial Issues

Which classroom topics and texts have been difficult for students—or you—to contend with? How can we foster discussions and open-mindedness regarding controversial issues? Discuss what worked in your classroom or ways to avoid problems.

Wednesday at 10:00 & 2:00 Thursday at 11:00

Johannes Wich-Schwarz Alice Jenson

Teaching values in Humanities

How is teaching humanities different from teaching other disciplines, and how are humanities concepts important across disciplines? Intended for non-humanities faculty and humanities alike.

Tuesday at 10:00

Germaine Murray and John Wickersham

iPad Training #1 Intended for faculty who have had little or no training on their iPads or who would like to review what they learned in their first training session.

Monday at 11:00 Wednesday at 9:00 Thursday at 10:00

Sam/Bob/Mascheal or designated by them

iPad Training #2 This workshop is for those who have completed the first training session.

Monday at 1:00 Wednesday at 1:00 Thursday at 11:00

Sam/Bob/Mascheal or designated by them

Social Media In and Out of the Classroom

Learn why and how social media can enhance your teaching and courses. Get your own Facebook, Twitter or Instagram accounts started with our help!

Tuesday at 2:00 Wednesday at 9:00

Drew Stevens Karen Fletcher Leilani Carver

Specifics: Adapting iPad

You’ve had the training, so now it’s time to adapt the iPad to your specific course together. Bring your questions and ideas.

Monday at 2:00 Tuesday at 9:00 &10:00 Wednesday at 1:00 Thursday at 2:00

Kate Klein Gabe Colbeck John Baltrushunas Stacy Donovan Frank Stary

Peer observation without evaluation (by TLC)

This session will engage you in a discussion of the Teaching and Learning Colleagues’ (TLC) peer observation process that can help you accomplish your teaching goals this year. This process can begin with a conversation with a TLC colleague about your teaching. Unlike the promotion and tenure peer observation process, this observation is non-evaluative and confidential. We will engage you in a discussion of a sample class video to model the TLC process. We will conclude the session with an opportunity to schedule a conversation or observation with a TLC colleague.

Monday at 11:00

Dan Roccio and Mike Kiener

Videos 101 Learn the basics about making videos and video software for you and your students.

Tuesday at 10:00

Sam Dustin York Pam Bryan Williams


Faculty Making Videos (Panopto)

Learn how to make lecture videos and Powerpoint videos for your courses through Panopto.

Wednesday at 11:00

Sam, Pam BW

Have your students submit

video assignments

This workshop focuses on the use of Mediacore, the video software your students can use to submit original and fun video assignments.

Thursday at 9:00

Sam / Janet Roberts

Making Videos with iMovie

Learn to use iMovie and other iPad applications to get to know one of the most popular iPad programs, iMovie

Thursday at 1:00

Sam, Pam BW

Electronic Course Materials

Learn how to make your course materials electronic, focusing on the iBook and the new Canvas Commons.

Thursday at 11:00

Sam


E x h i b i t # 4 – F i n a l S c h e d u l e

See below the final schedule for REAL week 2015:


E x h i b i t # 5 – S e s s i o n L o c a t i o n s

The classrooms for sessions were not announced until the night prior. On Sunday, August 9th – Wednesday, August 12th, schedules like the one below were uploaded to the CTL Facebook and Twitter pages and the CTL blog site. The bookstore also printed two large copies of the daily schedule. One was posted in Walker and one in the PCC. Participants were encouraged to download a copy from the internet, take a picture of the hard copy, or AirDrop5 the schedule to one another. The result was very positive as nearly all faculty utilized their iPad devices in a way they had not previously.

5 A i r D r o p : E n a b l e s t h e t r a n s f e r o f d o c u m e n t s a m o n g s u p p o r t e d M a c i n t o s h c o m p u t e r s a n d i O S d e v i c e s w i t h o u t u s i n g m a s s m a i l o r m a s s s t o r a g e d e v i c e . T h i s m u s t b e d o n e w h i l e t h e t r a n s f e r o r a n d t h e t r a n s f e r e e a r e i n t h e s a m e v i c i n i t y .


E x h i b i t # 6 - F o o d C o n t r a c t s

Below are the food contracts between the Center for Teaching and Learning and Fresh Ideas for REAL week.

.






Catering ContractFresh Ideas at Maryville University650 Maryville University DriveSt. Louis, MO 63141314-529-9554

Client/Organization Event Date Telephone Fax Event #Academic Affairs 8/10/2015 (Mon) (314) 529-9400 (314) 529-9925 E09045

Address Booking Contact Site Contact Guests650 Maryville University Drive Alice Borchardt Alice Borchardt 50 (Act)

Party Name Theme Sales Rep CategoryLinda AlexanderREAL- Reception Day 1

MINIMUM GUARANTEED ATTENDANCE MUST BE RECEIVED WITHIN (72 HOURS Business Hours) OF EVENT. IF ATENDANCE FALLS BELOW THE GUARANTEED NUMBER THE CLIENT WILL BE CHARGED FOR THE GUARANTEED NUMBER.

BANQUET TIMES

Setup StyleBanquet Room Start End Arrival Departure Room Chg

PCC 3:00 pm 5:00 pm

FOOD/SERVICE ITEMS

Food/Service Items Unit Qty Price Total

Reception In PCC For 50 People - Paper ProductsSetup By 2:45 P.M.

2 118.5059.252 - Assorted Cheese and Fruit Tray with Crackers25 35.001.4025 - Assorted Bottle Soda and Bottled Water

3 54.0018.003 - Bottles White Wine2 36.0018.002 - Bottles Red Wine

Wine Unopended and Leave Opener

1 25.0025.00Server Fee

Cloth & Skirt 1-8ft Table for Food & Beverages

PLEASE ARRANGE ONE DAY IN ADVANCE FOR TABLE SETUP THROUGH PHYSICAL PLANT

Discount Given 15.35

Subtotal 253.15 Paid 0.00 Pay Method Direct Bill Card NumberTax 0.00 Balance 253.15 Card Type

Card Holder Expires0.00Service Charge

Total Value Signature253.15

Food Safety is a high priority for Fresh Ideas. Therefore ,we reserve the right to deny the removal of left over food by the customer. Please do not remove ,dispose, or repackage remaining items. To ensure the safety and sanitation for our customer and guests a Fresh Ideas reresentative will remove all items in a timely manner. In some cases to make your buffet more attractive and appealing Fresh Ideas will add extra food for garnish and that food remains property of Fresh Ideas.

7/30/2015 04:45 pm 1 of 2Fresh Ideas at Maryville University



Client/Organization Event Date Telephone Fax Event #Academic Affairs 8/11/2015 (Tue) (314) 529-9400 (314) 529-9925 E09046




BANQUET TIMES


PCC 3:00 pm 5:00 pm

FOOD/SERVICE ITEMS





Wine Unopened and Leave Opener












Client/Organization Event Date Telephone Fax Event #Academic Affairs 8/12/2015 (Wed) (314) 529-9400 (314) 529-9925 E09047




BANQUET TIMES


PCC 3:00 pm 5:00 pm

FOOD/SERVICE ITEMS

















Client/Organization Event Date Telephone Fax Event #Academic Affairs 8/13/2015 (Thu) (314) 529-9400 (314) 529-9925 E09048




BANQUET TIMES


PCC 3:00 pm 5:00 pm

FOOD/SERVICE ITEMS



















E x h i b i t # 7 – T e a c h i n g I n n o v a t i o n G r a n t s


E x h i b i t # 8 – W r i t e C l u b


E x h i b i t # 9 – C u r i o s i t y S e r i e s


E x h i b i t # 1 0 – M a r y E l l e n ’ s B o o k C o r n e r


E x h i b i t # 1 1 – R e g i s t r a n t s f o r s e s s i o n s

See below the final list of registrants for REAL 2015. The total number of registrants was 146.

Session Registrations Collaborations & Connections: Adjunct and Full-Time Faculty (Thursday 1 pm) 35 Engaging Adjuncts (Thursday 1 pm) 0 Adjunct Orientation (Thursday 1 pm) 0 Returning Adjuncts: Using Resources and Facilities to Your Advantage (Thursday 1 pm) 0 Brain Research and its Classroom Implications (Tuesday 2 pm) 47 Engaging Learners II (Thursday 10 am) 23 Honors Courses (Wednesday 1 pm) 15 Strategic Academic Identity (Thursday 10 am) 65 Innovative Teaching (Tuesday 1 pm) 33 Innovative Teaching (Wednesday 10 am) 39 Acquiring Learner-Centered Teaching Strategies (TLC group) (Monday 1 pm) 52 Making Learning Real (Wednesday 2 pm) 43 Online Resources: Best Practices (Monday 10 am) 25 Online Resources: Best Practices (Tuesday 11 am) 18 Places and Spaces (Monday 2 pm) 30 Reflections/Sharing (M-Th 3pm) 146 Rubrics: Designing and Incorporating (Wednesday 1 pm) 39 Strengthening Student Engagement (Monday 10 am) 0 Strengthening Student Engagement (Tuesday 2 pm) 25 Teaching Fahrenheit 451 (Thursday 2 pm) 25 University Resources (Tuesday 11 am) 49 University Seminar (Wednesday 9 am) 29 Who are Our Students? (Thursday 9 am) 33 Improve Your Assessments (Monday 2pm) 0 Addressing Controversial Issues (Wednesday 10 am) 18 Addressing Controversial Issues (Wednesday 2 pm) 17 Addressing Controversial Issues (Thursday 11 am) 9 On Handling Difficult Situations (Tuesday 1pm) 29 Online and Canvas Show & Tell - Discussions/Assignments (Wednesday 11 am) 16 Diversity in Class (Monday 2 pm) 15 Diversity in Class (Thursday 2 pm) 34 Engaging Learners (Tuesday 9 am) 31 Engaging Learners (Wednesday 11 am) 25 Engaging Learners (Wednesday 2 pm) 18 First Day Jitters (Monday 2 pm) 17 Higher Education in the Future (Monday 1 pm) 0 The Application of Teaching Values in Humanities (Tuesday 10 am) 23 Teaching Inspiration (Tuesday 11 am) 29 Life After College/Best practices for Internships (Wednesday 10 am) 19 Developing Interdisciplinary/Interprofessional Course (Monday 10 am) 58 Developing Interdisciplinary/Interprofessional Course (Monday 2 pm) 6 Developing Interdisciplinary/Interprofessional Course (Wednesday 9 am) 17 Online and Canvas Show & Tell - Quizzes (Tuesday 9 am) 27 Research Show & Tell (Monday 10 am) 23


Research Show & Tell (Wednesday 9 am) 17 Specifics: Adapting iPad (Monday 2 pm) 33 Specifics: Adapting iPad (Tuesday 9 am) 14 Specifics: Adapting iPad (Tuesday 10 am) 16 Specifics: Adapting iPad (Wednesday 1 pm) 6 Specifics: Adapting iPad (Thursday 2pm) 11 Electronic Course Materials (Thursday 11 am) 40 iPad Training #1 (Monday 11 am) 29 iPad Training #1 (Wednesday 9 am) 19 iPad Training #1 (Thursday 10 am) 8 iPad Training #2 (Monday 1 pm) 23 iPad Training #2 (Wednesday 1 pm) 15 iPad Training #2 (Thursday 11 am) 18 Faculty Making Panopto Videos (Wednesday 11 am) 30 Peer Observation without Evaluation (Monday 11 am) 23 Peer Observation without Evaluation (Thursday 10 am) 0 Social Media In and Out of the Classroom (Tuesday 2 pm) 28 Social Media In and Out of the Classroom (Wednesday 9 am) 26 Have Your Students Submit Video Assignments (Thursday 9 am) 26 Videos 101 (Tuesday 10 am) 31 Making Videos with iMovie (Thursday 1 pm) 39

E x h i b i t # 1 2 – V i d e o D e s c r i p t i o n s

V i d e o D e s c r i p t i o n R e le a se D a te

L i n k

Notecard Video Outlining the new name, “REAL,” a few session topics and set the tone for the week.

July 1st

https://www.youtube.com/channel/UC765ajuEcbqj5h1fD8M4rOg/videos

“M” Video With jovial banjo music, this film featured faculty members playing with a foam board cutout of the Maryville “M.” The tagline was, “REAL WEEK: Make it your own.”

July 16th

https://www.youtube.com/watch?v=UX20CFa0cDA

PowerPoint Video A PowerPoint presentation turned into a video incluing information on the schedule, where to arrive, and again the overall purpose/goal of REAL week. In this video, we addressed what we anticipated to be questions about the week, including "How should we prepare," "Setting your own goals," "The CTL Goals," "What are our shared activities," and so forth. We reminded faculty to bring iPads

July 30

https://www.youtube.com/watch?v=DHW2oFshz6o

FAQ Video Was filmed with Jesse and Laura asking each other questions in a humorous way, but the questions were valuable and relevant in that we were actually approached with these questions. At this time, we informed everyone about the party that Dr. Mark

August 6th

https://www.youtube.com/watch?v=DHW2oFshz6o


Lombardi was hosting at the end of the week

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E x h i b i t # 1 3 – P r e s s R e l e a s e ( J a n e t E d w a r d s )

Maryville Invests In Professional Development For Faculty

July 29, 2015 [St. Louis, Mo.] — As part of an ongoing commitment to embrace emerging technologies and new ways of student learning, Maryville University will provide faculty with two weeks of paid professional development, beginning this academic year. The training is organized by Maryville’s Finch Center for Teaching and Learning. One week of interactive learning sessions will be held in August, and a second week will be held in May. Maryville faculty members from across academic disciplines facilitate the program. “This is a significant investment in faculty teaching and student learning. Our commitment to innovative pedagogy and facilitating multiple student learning styles is a strategic priority at Maryville University,” said President Mark Lombardi, PhD. “The initial cost of the commitment is $450,000 and it will grow over time.” Along with a focus on integrating technology in the classroom, sessions will include an emphasis on teaching innovation and creating engaging learning environments. Beginning this year, all incoming traditional freshman will receive a fully loaded, customizable iPad through Maryville’s Digital World program, designed to align students and teachers technologically. “We are no longer keepers of content in our classrooms,” Lombardi said. “Our role is to facilitate the student’s journey and their application of the knowledge they gain. Our commitment to professional development means our faculty are well prepared to meet the challenge of this shifting role and provide students with exactly what they need in order to achieve academic and ultimately professional success.” Jesse Kavadlo, PhD, professor of English and director of the Finch Center for Teaching and Learning, developed the professional development program with Laura Ross, assistant director of the Center and adjunct music instructor. “This is an opportunity for faculty to refresh their teaching strategies, build community and be inspired by each other’s work,” Kavadlo said.

“For educators, these two weeks of development each academic year provide the opportunity for a constant dialogue about teaching strategies, application techniques and what’s new in education,” Ross said.


E x h i b i t # 1 4 – M P r e s s S t o r y ( J a n e t E d w a r d s )

Faculty Share Inspiration, Ideas, Technology Tips Sessions included technology, teaching innovation and creating engaging learning environments ShareTweetShareShareE-mail Following a recent week of professional development provided by Maryville University’s Finch Center for Teaching and Learning, faculty are more inspired, informed and energized about the start of fall classes. Jesse Kavadlo, PhD, professor of English and director of the Finch Center for Teaching and Learning, developed the professional development program with Laura Ross, assistant director of the Center and adjunct music instructor. “What started a few months ago as an idea, developed all summer—one meeting, email and spreadsheet at a time,” Kavadlo said. “Finally, the session topics emerged and people came together to talk about teaching and learn about learning. I’m grateful for the many faculty members who attended as facilitators and participants.” Beginning this year, and as part of an ongoing commitment to embrace emerging technologies and new ways of student learning, Maryville faculty will receive two weeks of paid professional development, one in the fall and a second week following the spring semester. The initial cost of the commitment is $450,000, and the funding is expected to increase over time. All incoming traditional freshman received a fully loaded iPad through Maryville’s Digital World program, a pilot program that begins with this academic year. Many of the interactive sessions focused on integrating technology in the classroom and enhancing the learning experience using the iPad. Taught by Maryville faculty, the sessions also emphasized teaching innovation and creating engaging learning environments. “Maryville faculty have such a wealth of teaching knowledge and expertise in their fields,” said Ross. “It was amazing to watch them share these strategies and philosophies with one another in order to enhance the student experience at Maryville.” “We say we’re student-centered and cutting edge, and this professional development was an opportunity to prove it,” said Michael Kiener, PhD, director of the rehabilitation counseling program. “We invest in our faculty to provide the best possible education for our students.” Michelle Unterberg, PT, director of the physical therapy program and associate professor, said, “You could feel the energy in the sessions, with all the faculty brainstorming ideas for their classrooms using information they were learning.” Representative of the focus on technology, Ann Fick, PT, CCS, an associate professor of physical therapy, noted: “This was the first time I’ve ever had a drone take attendance in class!” “What an honor it is to teach at a university that invests in its faculty,” said Rebecca Dohrman, director for the communication undergraduate program and assistant professor of communication. She echoed the sentiment of many faculty members who expressed gratitude for the week of professional development and the opportunity to focus on their teaching.


E x h i b i t # 1 5 – S u r v e y R e s u l t s

My Report Last Modified: 09/15/2015

1. How likely are you to volunteer your participation as a session facilitator for the next REAL week?

# Answer

Response % 1 Very Unlikely

7 11% 2 Unlikely

6 10% 3 Undecided

17 27% 4 Likely

20 32% 5 Very Likely

14 23% Statistic Value Min Value 1 Max Value 5 Total Responses 62


2. Please enter your name and a general or specific session topic that you might desire to facilitate: Text Response Bonnie Stegman - online teaching challenges Susan Bartel-advising and mentoring graduate students Nadine Ball ask me then Janet Roberts, instructional technology tools, online learning, iPad in the classroom Nadine Ball brain again, UDL, strategies or pedagogy of interest Stacy Donovan - creating teaching portfolio Bonnie Stegman, Cultural competence or online learning/teaching Karen Schechter Mike Kiener assessment cultural competence social justice - galakatos Loretta Colvin - online grad nursing. I am new, don't have topic in mind yet. Caren Schlossberg-Wood // Presentation Design Strategies Abe Gootzeit -- group projects, interacting with industry experts, leveraging the value of guest lecturers, etc. Ellie Wideman-classroom engagement, advising Renee Schuster. The New SLP masters or strategies for minds-on student engagement Mary Ann Mercante: The Library and Your Classes Shirley Ashauer Flipped classrooms for students that don't like flipped classrooms Student Learning Chammie - Fostering Inclusivity in the Classroom Laurie Eisenbach maybe on ideation/creative exploration with another art & design faculty Statistic Value Total Responses 22

3. How likely are you to form or participate in a learning community this academic year based on REAL week session topics?

# Answer


2 4% 2 Unlikely

4 8% 3 Undecided

14 28% 4 Likely




4. How likely are you to use session ideas this academic year? # Answer


0 0% 2 Unlikely

2 4% 3 Undecided

3 6% 4 Likely




5. Which session topics would you like to see repeated? Text Response iPad, inspiration and engaging learners something Rubrics Brain research Controversial Issues, iPad/app education Teaching Inspiration Teaching the Maryville Reads Book diversity; social media how to; I could use a coaching on iPad for things I want to do; places and spaces Student centered teaching ideas, using the iPad, TLC and resources there to improve teaching internships almost all of them Building rubrics app related sessions new technology technology & learning brain learning Deep listening - use of apps Rubrics interdisciplinary work Who Are Our Students?, Controversial Issues, University Resources Research Show and tell, any of the Wickersham breakouts, student engagement, teaching and learning center Controversial Issues Controversial Issues, Research show and tell Ipad related tpoics Oh my I could do them all again!! ipad How to use technologies Difficult topics; Teaching the Maryville Reads book; Social Media; Student Engagement Topics ; Academic Vision More on brain research related to learning Technology/who are our students/USEM Ipad, video, Panopto. Ipad work and issues in Online Online resources Brain research Statistic Value Total Responses 35


6. Which session topics were the most beneficial to you? How and why? Text Response Engaging learners. It was nice to sit down and discuss something that affects us all something rubrics-use of Canvas as an assesment tool; technology topics; more advanced not beginning ipad Engaging Learnings & Controversial Issues- helped me form ideas on how I can better engage and interact with my students. Teaching Inspiration Teaching the Maryville Reads Book I was only able to attend the resources one--great!!!--and controversial issues (good, but because we shared more than got ideas) I felt they were all beneficial because of the interdisciplinary collegiality that they fostered. All sessions gave me information that can impact my teaching practice. Building rubrics, brain research hands on, less content with the most hands on i movie/evernotes media core I was unfamiliar with it. I will now use it deep listening - provided a great alternative to "just" discussion ipad intro - I just wish technical staff were there when problems arose with new equipment Who Are Our Students/Diversity in Class/Controversial Issues: These sessions helped me gain a better understanding of how to create an inclusive, safe, welcoming and supportive classroom environment. Same as above Engaging Learners, Controversial Topics electronic course materials -- gave me ideas on what to publish through iBooks! Ipad related topics, because I actually learned something I Pad I pad - hands on Panapto - I had tried to use it but had difficulties. This session helped be figure out what I was doing wrong. The Above Deeper conversations about learning based on most current research and evidence based practices; need bigger conversation about collectively creating academic vision leveraging our collective intelligence Brain research & Learning Social Media, iPad Apps; More informed about these topics with applied examples of how to incorporate this information into my class this Fall (immediately) Sessions that were discussion based/Some of the ideas with technology to incorporate into USEM classes Ipad b/c we are expected to use it. Sessions on Online delivery were most useful as I am starting my first online course this term All were beneficial because I only attended ones that applied to my interests or what I am having trouble with in the classroom Brain research Statistic Value Total Responses 33


7. Which session topics were least beneficial to you? How/why? Text Response iPad 101. It was too crowded something Topics specific to undergrads or U Sem iPad #1- was more basic than expected None not applicable Those were the presenters just lectured; would prefer to have more hands on and interaction with participants None -0- Anything that depended on technology that didn't work non-online topics since I am completely online There was too much duplication in the iPad app sessions. After DW training all last semester-would have liked to see something more directed for us who already were past "beginners" iPad training — already an advanced iPad user Engagning learners -- told us how to do it by reading from PP slides. The message was there, though. general discussion like dealing with difficult situation none all were great Academic Vision; not conducive to a good discussion "Engaging Learners" -- the two presenters did not discuss engaging learners. They stood at the front of the room and read a ludicrous number of powerpoints to us. It was just what we should NOT be doing. One of the presenters even had spelling errors on her slides. Discussion sessions (I believe It was entitled engaged learners). No real new information was shared, and some audience members monopolized conversations. I didn't take anything new away from the discussion. Beginning IPAD I attended a conflict oriented session that wasn't terribly useful more so because it didn't seem to connect with the types of conflict that traditional arise in class Social media app - I just don't understand how this increases student engagement Statistic Value Total Responses 23


8. Which session topics would you like to see added or changed? Text Response Add more nursing topics and discipline specific topics something Getting published; Continue exploring learner centered teaching; "specifications" grading and other non-points grading; Advanced use of technology; incorporating iPad in grad courses; Open round table discussions on various teaching challenges would be a nice change of pace Would like sessions to be longer to gather more information on each topic. Not sure N/A some time to get together after sessions to work in groups on session topic. For example, create assignment using iPad to post to Canvas. Also dedicated time to work with colleagues teaching same course. Expand on the diversity, keep it going. Social media demonstrate socrative classrom strategies hands on with recording Roundtable discussions for faculty on specific topics, e.g. faculty with ideas for collaborative teaching DW, more research, engagement More topics devoted to discipline-specific development Ok as is for now. each session could have been longer - I left each one wanting more The session on "Specifics: Adapting an iPad" was described as: Bring your iPad and apps you want to learn & we will learn together. But it turned out to be a very disappointing hour of talking at us. I really wanted the session as it was described. I brought an app that I want to use with my classes and I'd hoped to get some help. N/A More time to practice what is learned in sessions about online resources Statistic Value Total Responses 20

9. How beneficial were the Canvas pages for the session discussions? # Answer

Response % 1 Very beneficial

4 9% 2 Beneficial

18 42% 3 Undecided

13 30% 4 Not beneficial

8 19%

5 Not at all beneficial

0 0%

Total 43 100% Statistic Value Min Value 1 Max Value 4 Mean 2.58 Variance 0.82 Standard Deviation 0.91 Total Responses 43


10. What type of programming would you like to see the Center for Teaching and Learning offer this year? Text Response something Research poster or presentation sessions from any faculty member who is doing research he/she wants to share-so many wonderful things are going on but we don't get to hear about it; organized round tables discussions; Assessment More Book Clubs and off campus gatherings for faculty I thought your new ideas were fantastic!! This question isn't clear to me. Online teaching/learning topics not sure Technical "How Tos" to get the most out of a technology down to the finer points like which browswer works best Maybe some topical "lunch & learn" sessions with T&L mentors What they had was great! MORE! small group discussions on different teaching topics; faciltiate cross talking outside of disciplines (even outside of CAS!). how to engage all students in a HUGE class How to improve instructional practices Study/learning groups Discussion loved real week! Unclear what you are asking from this question more on diversity and inclusion Statistic Value Total Responses 19

11. How satisfied were you with the facilities and classrooms during REAL week?

# Answer

Response % 1 Very Satisfied

17 40% 2 Satisfied

20 47% 3 Neutral

4 9% 4 Dissatisfied

2 5% 5 Very Dissatisfied

0 0% Total 43 100%

Statistic Value Min Value 1 Max Value 4 Mean 1.79 Variance 0.65 Standard Deviation 0.80 Total Responses 43


12. What would you suggest to improve the facilities and classrooms for the next REAL week? Text Response Better tech support. There were sessions in which technology wasn't working and tech support took a while to arrive, so presenters could not use/show thier content. This would have added to the discussion. Statistic Value Total Responses 1

13. How satisfied were you with the communication and web presence regarding REAL week?

# Answer


13 30% 2 Satisfied

16 37% 3 Neutral

7 16% 4 Dissatisfied


6 14% Total 43 100%


14. What would you suggest to improve upon the communication and web presence for the next REAL week? Text Response have course registration and content open all week Get the schedule out early, clear descriptions of topics and presenters. I understand that the delay and nebulousness of the communication was supposed to increase enthusiasm, but all it did was increasse frustration, so that we couldn't plan other activities for that week. Please try to communicate what the sessions are and the timeframe for them earlier. more details about session topics, session locations Work out first year kinks -- it should be easier with the schedule now and thus can communicate it sooner. I should not need to use twitter to see a room schedule Statistic Value Total Responses 6


15. How satisfied were you with the meals and snacks provided during REAL week?

# Answer


12 28% 2 Satisfied

13 30% 3 Neutral



0 0% Total 43 100%


16. What would you suggest to improve upon the meals and snacks provided for the next REAL week? Text Response Coffee first morning Not enough food or drinks. Most were gone when I was able to get there. There was confusion with breakfast on the first day, lunch was great and snacks were good-something over at Walker would have been nice, since our breakouts were mostly over there Not just on Monday Statistic Value Total Responses 4

17. How satisfied were you with the scheduling during REAL week? # Answer


8 18% 2 Satisfied

20 45% 3 Neutral



3 7% Total 44 100%



18. What would you suggest to improve upon the scheduling for the next REAL week? Text Response Perhaps sessions in the morning and work with others in specfic learning communities in the afternoon. Also, so much operational issues needed to get handled, at least for program directors, that it was difficult to manage everything. it would help to have the names of presenters and a brief explanation on a master schedule--having to go to each day, click on each session, just to see what was what was a challenge; also since the week included unit work figuring out which session to get to amongst other work was harder this way. Break up back to back sessions with time to integrate session material to current courses being taught. Times were great. Again, get the schedules and room numbers out early, not the night or day of the sessions. In the future I think there should be an option for faculty to propose to their Assistant/Associate Deans how they intend to use their time. Many of us would like more time focused on discipline-specific development (specific technologies, program assessment, curriculum development, etc.), and many of us are required to complete CEUs throughout the calendar year in order to maintain licenses and certifications. These options should be considered appropriate use of time during at least a portion of REAL week. Need to reconsider amount of workshops scheduled two weeks before classes started - particularly for those in administrative roles, it is difficult to balance administrative responsibilities, preparing class materials (especially if the faculty is developing new courses) and a full week of PD sessions More time for course prep. Perhaps only 1-2 days of PD. have it at the end of the year so we have time to prepare and incorporate this stuff in our classes. It is hard to change things once you have alredy prepared yoru course over the summer. It may be feasible to hold REAL week over a few days rather than the entire week. Statistic Value Total Responses 9

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