Take a Break (seriously)

Dear faculty, 

For this week’s Tuesday Tip I could not help sharing this meme. You’ve done it, it is week 16 and everyone is busy with wrapping up the semester, finishing finals, and well…. grading! 

For many of you this was the first semester back on campus after the pandemic. Others spent the semester getting used to the ChicoFlex mode of instruction, exploring the benefits of added flexibility for students. Others continued teaching online, revising your courses to better serve students in the virtual environment. Independently of HOW you have been teaching this semester, I know all faculty have shared challenges in relation to engaging students and offering a renewed sense of community. 

I want to take a moment to reiterate how Faculty Development is here to help you navigate these challenges, and we look forward to continually providing support in the semesters to come. 

Please continue sharing your needs so we can best respond to them, and make sure to find ways to relax during the next few weeks. 

The Office of Faculty development wishes you a wonderful time during the break! 

The BCCER Beckons

This Tuesday Tip is brought to you by Gary Day and Eli Goodsell

As you prepare for the upcoming spring semester, don’t forget that the Big Chico Creek Ecological Reserve (BCCER) is here for you! Now the largest ecological reserve in the CSU system, and second overall amongst all California universities, the BCCER can be your destination for all field trips, research activities, case studies, and more!

The BCCER serves as a learning laboratory for every college on campus, providing space, resources, and knowledgeable staff for all excursions. Whether it be scientific research, experiential learning, creative inspiration, retreats, or recreation, the BCCER is campus’ backyard!

What the Big Chico Creek Ecological Reserve can provide for you:

  • Year-round access
  • 14 miles from campus
  • 7,835 acres of diverse habitat
  • 4.5 miles of Big Chico Creek
  • Campus’ high-speed internet (Eduroam) on site
  • Parking to accommodate any size class/event
  • Transportation on grounds provided
  • Meeting space
  • Knowledgeable staff

Reach out to the BCCER staff to find out how the BCCER can best serve you!
(530) 342-1371
bccer@csuchico.edu

Learn more about the BCCER at www.csuchico.edu/bccer. Be sure to follow us on social media to stay up to date on all the things we’re up to:
Facebook – @bigchicocreekecologicalreserve
Instagram – @csuc_reserves

Share your experience in a comment if you have visited the BCCER with your students!    

Student-Faculty Research Collaborative

This week’s tip is brought to you on behalf of the Student-Faculty Research Collaborative Team.

Participating in student-faculty research experiences at Chico State fosters student interests, expands their academic and professional skills, and provides them with authentic learning experiences in and outside the classroom. The Student-Faculty Research Collaborative encourages you to explore, discover, and be inspired through research and creative activities. Through this collaborative, Chico State students participate in research or independent creative projects with the support and mentorship of Chico State faculty members.

Key to promoting disciplinary socialization, undergraduate research experience (URE) has long been identified as a High-Impact Practice (HIP).14, 15 Well-structured URE programs are associated with increased retention, stronger STEM identity, and increased likelihood that students will pursue graduate degrees. in a study of multiple factors impacting STEM retention, determine that “faculty mentoring on its own is not necessarily associated with STEM persistence, but rather that its relationship with persistence is contingent on whether or not the student participated in research.” (Chang, M.J., Sharkness, J., Hurtado, S. and Newman, C.B. (2014). What Matters in College for Retaining Aspiring Scientists and Engineers from Underrepresented Racial Groups. Journal of Research in Science Teaching. 51(5): 555–580.). Opportunity to engage in Course-Based Undergraduate Research Experience (CUREs) may be especially important for URMs, low-income, and/or first generation students who are less likely to seek traditional UREs.

Interested in engaging in topics about authentic research?
Join the Student-Faculty Research Collaborative for the First Annual Fall Research Week
Tuesday, November 30th, to Friday, December 3rd, 2021
All Workshops will be held over Zoom.
Workshop Schedule:  Fall Research Week

Share your experience supporting student research by adding a comment.

What the career center can do for you!

This week’s Tuesday Tip is brought to you by Betina Wildhaber, Career Advisor in the Career Center.

Dear faculty,

Consider inviting the Career Center to your classes, especially if you have a conference presentation and you are looking for a way to cover your course! We know things may come up during the semester. If you find yourself in a pinch, or would just like to ensure that your students know about the Career Center, please consider having your Career Advisor come to talk about any of the following topics: What the Career Center can do for you, Creating an effective resume and/or cover letter, Successful interviewing techniques, Professional etiquette and behavior in the workplace, Making the most of the Career Fair, Internships 101, Focus2 – Career & Major Exploration platform, or a Custom Presentation Topic. You can request a presentation or simply identify your Career Advisor liaison and reach out to them directly.

What can we do for your students? Well, a little bit of everything from exploring major to career, reviewing resumes and cover letters, practice interviewing, networking through LinkedIn, graduate school search and application support, and so much more. Encourage your students to attend the multiple Career Fairs where each attract 100+ employers with career and internship positions. Do you know an alumnus needing career support? We offer our career services for FREE for LIFE! Furthermore we provide various career resources such as our Career Planning Handbook, Focus2, Handshake (50,000+ jobs were posted on Handshake in the 2019-2020 academic year), and Diversity Career Resources, just to name a few.

Betina D. Wildhaber, M.A. 
Career Advisor (Connect with me on LinkedIn)
California State University, Chico
College of Humanities & Fine Arts College of Natural Science
Website  |  Instagram  |  LinkedIn

Share your best career advice as a comment.

Global Engagement Opportunities for Faculty & Students

This week’s Tuesday Tip is brought to you by International Education and Global Engagement (IEGE).

As study abroad opens up the world for students, teaching and conducting research abroad can be a life-changing experience for faculty, tapping into resources and developing pedagogy that incorporates global learning and engagement, a strategic priority of the University.

Chico State joins higher education institutions around the world in honoring and celebrating International Education Week from November 15-19, 2021. IEGE is hosting a series of activities next week for faculty, staff, and students to engage in global learning and cultural events, we ask that you encourage your students to attend, and explore international research and teaching opportunities for yourself.

Research and teaching with global partners, physically or virtually, provides space for faculty to develop intercultural competency and inclusive communication that enrich the CSU, Chico experience. Through these opportunities, faculty can also empathize with the experience of international students, staff and faculty at Chico State, as the instructor is immersed in different languages and cultures and learns to navigate a new educational system and environment. IEGE can help support faculty to internationalize their courses by adding a cultural and academic exchange experience within a class through Collaborative Online International Learning (COIL).

Additional learning opportunities for global engagement and resources available to Chico State faculty include,  

  1. Upcoming Fulbright Scholar Program Q&A – learn more about this grant and how to put together a successful Fulbright program application for 2023-2024.  Fulbright program staff will discuss award opportunities, the application & selection process, and answer all questions.
  2. Apply to become a Resident Director on a CSU International Program in France, Italy or Spain for a year, deadline to apply is December 31, 2021. Contact Chico State ACIP Rep, Dr. Fay Mitchell-Brown, with questions: fmitchellbrown@csuchico.edu.
  3. Learn more about the COIL experiences of faculty, students and teaching partners through this panel presentation. For more information on COIL Faculty Learning Community, please contact COIL Co-coordinator, Dr. Sara Trechter, strechter@csuchico.edu.
  4. Invite a Study Abroad and Exchange advisor in your class(es) to present on program options, specifically tailored to your department or student interests, by completing this classroom presentation request form.
  5. Join the International Faculty and Staff Association.
  6. Encourage your students to visit the campus English as a Second Language (ESL) Support Services, which offers free online tutoring services for non-native speakers of English who want to improve their English proficiency. 
  7. Consider hosting a visiting international scholar in your academic department.
  8. Take students abroad through Faculty-Led Study Abroad. Deadlines vary by term.

Need more information than above?

Contact Dr. Jennifer Gruber, jlgruber@csuchico.edu, Interim AVP for International Education and Global Engagement.

Share your experience about studying and/or teaching abroad by adding a comment.

ChicoFlex Updates and Training Opportunities

Dear faculty,

I want to take the opportunity of this Tuesday tip to remind you of a number of resources related to ChicoFlex technology and pedagogy. First of all, I want to point you to this website, which clarifies some general questions about this mode of instruction and provides updates on the technology and the trainings available.

Winter 2022 GoFlex training
Kathy Fernandes and I, together with the Technology & Learning Program (TLP), have been hard at work to plan additional training for faculty interested in teaching ChicoFlex courses and, more broadly, in hybrid pedagogy. There is currently an open call for faculty interested in participating or mentoring in our Winter 2022 GoFlex session. This 5-day session is designed to prepare faculty who have not attended GoFlex in Summer 2021.This Winter session will also have a STEM track focusing on implementing ChicoFlex in courses offered in the Science building.

DATES: January 5, 6, 7, 11, 12 (skipping January 10th, Monday), 2022. You can read more information in the Call for Applications. Applications are due by Wednesday, November 17th.

If you want to learn more about GoFlex, you can visit this website, which includes faculty showcase videos.

ChicoFlex and Hyflex Fellows
Additional efforts in relation to ChicoFlex and hyflex pedagogy include the selection of six faculty that will work with Faculty Development and the Technology and Learning Program in Spring 2022 to develop an assessment plan for the ChicoFlex model and will start piloting a full hyflex mode of instruction. The key difference between ChicoFlex and hyflex is that ChicoFlex does not include the possibility for students to attend a course fully asynchronously, while full hyflex courses in the future will. You can read more about this distinction here.

Faculty Learning Community: Innovative Hyflex and Inclusive Pedagogy
Lastly, I want to announce a new faculty learning community that will be offered in Spring 2022. Dr. Jamie Gunderson will lead 20-25 faculty in a learning community that will focus on universal design for learning and will encourage faculty to create inclusive hybrid and virtual learning spaces. The call will come out on November 15th, together with all FDEV Spring 2022 programs, so stay tuned! Share your experience on our blog if you are teaching a ChicoFlex course this semester and/or you have completed GoFlex in the Summer!

Add a comment to share your experience if you are teaching a ChicoFlex course this semester and/or you have completed GoFlex in the Summer!

Rose Garden Room

Dear faculty,

Do you know that faculty have a dedicated space in the Rose Garden Room (MLIB 459)?

As many of you have transitioned to in person classes, I want to make sure that you are aware of this wonderful space (with an amazing view of campus).

Faculty are welcome to use the Rose Garden Room Monday through Friday from 8 a.m. to 5:00 p.m. for writing, reading, grading, or just to take a break.

Per Meriam Library policy, food is currently not allowed and masked are required.

It is not a coincidence that the photos featured on the Faculty Development website include me: I have always found the Rose Garden Room an incredibly refreshing space to be productive while meeting new colleagues, and I hope that you will come enjoy this space (and “say hi” to us next door)!

Let us know how you like to use the Rose Garden Room by adding a comment below!

Lecturers, You Belong Here!

Dear faculty, 

It is not uncommon in Faculty Development to receive emails from lecturers asking for clarification about whether the programs and events that FDEV offers are open to lecturers or not. 

I always found those emails and questions incredibly strange: “why wouldn’t they be open to lecturers, I wonder, since lecturers are faculty?” 

Talking to colleagues who are lecturers and asking for clarification, however, I came to realize that this question really hides a more nuanced and problematic concern. What lecturers are really asking me is: am I welcome to these programs, as a lecturer

Frankly, this more complex reading of the question has both humbled me tremendously and broken my heart, because this concern ultimately sheds light on the fact that several lecturers do not feel like they belong at our institution. And this is the part that is particularly hard to digest as faculty development director. There is a quote in this article (“Striking a Major Blow to Adjunctification”) that matches this sentiment: “After moving to the city’s Eastside, I worked as an adjunct for three years. I commuted an hour north to a beautiful, prosperous, hypermodern campus, where I squatted in a borrowed office to eat my lunch, make my lesson plans and meet my students, as is common for contingent faculty. (One semester, a kind administrator advised me to squat in the conference room instead, though I had to hide my belongings in the filing cabinet when real faculty needed the space).” (Wyman, 2021). 

I want to assure you that in Faculty Development we consider all faculty as “real faculty,” and while lecturers certainly face different experiences depending on Departments, Colleges, disciplines, etc., Faculty Development offers a space where every faculty belongs, independently of rank or other factors. For this reason, I am excited to announce a number of FDEV resources and initiatives to support lecturers: 

  1. Faculty Development will be offering a Friday Forum on lecturer resources and support on Friday, October 29th, from 12:00 to 1:00 p.m. This is a chance to hear about resources on campus available from different units and offices. 
  2. The November issue of the FDEV Zine will entirely be dedicated to lecturers’ information, conversations, and sense of belonging. The Zine will be released on Monday, November 1st. 
  3. Faculty Development has committed funding to create a lecturer mentor position for spring 2022. A call for applications will come out in the next week or so. 
  4. Faculty Development has also committed to planning a full-day lecturer academy event in spring 2022, in collaboration with the lecturers council. We will send more information in early spring. 

I want to take this opportunity to thank all the lecturers that have educated me about their experience, that have opened my mind about how different a lecturer’s experience can be when compared to that of a tenure-track or tenured professor, and ultimately have given true meaning to the question “are FDEV programs open to lecturers?” 

Add a comment below to share ways FDEV can support you as a lecturer.

Learning Agreements

This Tuesday Tip is sent on behalf of joshuah whittinghill, Information Technology Consultant in the Technology & Learning Program 

Hello faculty,

Whether we plan it or not, building community is part of what we do as faculty. Not only is community being built, but it is crucial to students, as they find successes through connections they make with their peers as well as with us. 

As education evolves, so do our experiences, abilities, and resources. This week’s Tuesday Tip is another opportunity to highlight engagement. One way to increase engagement for students, as well as ourselves, is to examine accountability. Have you ever asked yourself, “How do I hold myself accountable? How do I ensure students are holding themselves accountable?”   

How do you create individual and collective accountability in your courses? According to accountability theory, it is common for members of a group (i.e. college classes) to develop a need to justify one’s behaviors to others, which causes one to consider and feel accountable for the process by which decisions and judgments have been reached. One way to cultivate accountability is by using learning agreements in your courses.  

Learning agreements enhance students’ education by helping them understand the importance of adhering to their own best practices and goals.

Learning agreements have also shown to:

  • Create individual and group accountability
  • Enhance students’ investment in their education
  • Develop personal and community connections to collective successes
  • Develop a guide for student to content engagement 
  • Build community

As the instructor, you can share two agreements you feel would be useful for the course, then ask students to add their agreements. Often creating course agreements is often useful to do the first week of the term, followed up during the second week with time for everyone to review and agree on agreements to that time.

In order to maximize course learning agreements, it is important that everyone has access to them, that the document can be amended during the semester. As the instructor, it is important to revisit them weekly during a class meeting, announcement, email, or text. Revisiting them can be resharing the link to your course learning agreement document, highlighting one or two agreements each week in a message or during class time.

Here is a Google doc with instructions to create a shared and editable document so all members of the course have access and can contribute.

Equity, Diversity, and Inclusion

Dear faculty,

Last year, the Office of Faculty Development committed to sponsoring and promoting programs and events that would support the implementation of equity, diversity, and inclusion in the classroom. This commitment was in line with the University’s strategic priorities and was supported by GI2025 student success funding that we were able to roll over from 2019-2020. Some of the best aspects of these efforts included the ability to create collaborations across divisions, the opportunity to challenge ourselves and our pedagogical practices, the possibility to extend these conversations across most disciplines and Colleges, and the chance to give voice to a number of faculty that truly are advocates and activists for the implementation of equity on campus.

Rebecca Nelson and I also participated in the third Middle Leadership Academy cohort last year, and I think I speak for both of us when I say that we learned a great deal of information and practices that we are committed to bringing to faculty development, including a number of resources about faculty’s role in this work.

This year we are excited to sponsor a second Teaching Racial & Social Justice (TRSJ) Series and I want to take this opportunity to invite you to our first workshop, Confronting the Traditional Learning Space: Anchoring Your course in an Antiracist, Inclusive, and Culturally Sustaining Framework, which will be held on Wednesday, October 13th from 4:00 p.m. – 5:30 p.m. in Zoom. This workshop will explore and unpack an evaluation tool that is grounded in the Anti-Racist Quality Learning and Teaching (AR-QLT) framework, developed by Dr. Daniel Soodjinda and used as a guide by a faculty learning community at CSU Stanislaus.  The AR-QLT framework contains a set of 11 Antiracist, Inclusive, and Culturally Sustaining objectives, and faculty can use the AR-QLT instrument to assess their courses, learn where there are equity gaps, and take the steps necessary to meaningfully support their diverse classrooms.

Our next workshop, Throwing Out the Syllabus: Responding to Crisis in Real Time will be offered on October 27th from 1:00 p.m. – 2:30 p.m. in Zoom and will be led by Dr. Claudia Sofía Garriga-López.

We hope that you will join us for these important conversations.