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.

An Exploration of Podcasting in Higher Education

Dear faculty,

This Tuesday Tip is written to encourage you to attend our new series on Podcasting for Teaching and Learning, which will start next week. Faculty Development is organizing the series in collaboration with the Technology and Learning Program, and we hope that you are excited to learn more about how podcasting can be used in your classes. As you can see in the webpage, the meetings will be held in Glenn 302 (a hyflex room, yay!) and also via Zoom, so feel free to attend in your preferred fashion, but we do ask that you register here so we can plan according to the expected audience.

In tandem with this series, I want to make sure that you are aware of a number of resources available on our website:

In particular, I want to point out this article, “Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit” (Pegrum, Bartle & Longnecker, 2014), which examines the use of podcasts in an undergraduate chemistry course, specifically in relation to deep learning. I want to encourage all faculty to think of ways in which podcasting could be useful and beneficial in your classes, across Colleges, disciplines, and formats.

The first workshop will be held next Wednesday, September 29th, 3:00-4:30 pm, and we hope to see you there!

Add a comment to share ways in which you use podcasting in your class!

Chico Affordable Learning Solutions

Sent on behalf of Beth Shook and Edward Roualdes, CAL$ program leads

Chico Affordable Learning Solutions (CAL$) provides resources to faculty regarding affordable course materials, including how to find and adopt quality zero-cost or low-cost textbooks and other materials, or create Open Educational Resources (OERs). 

CAL$ has been on the Chico State campus since 2013, and went by the name Textbook Affordability Project (TAP) until 2018. We adopted the name Chico Affordable Learning Solutions to better align our campus effort with the Chancellor’s Office program, Affordable Learning Solutions. CAL$ has offered both summer and academic-year workshops as well as does one-on-one mentoring with faculty. Since 2014, Chico State faculty participating in CAL$ programs have helped students save over 1.2 million dollars.

About OER
Open Educational Resources (OER), for the purposes of CAL$ funded opportunities, are defined as teaching and learning materials that are in the public domain or licensed to allow anyone free and perpetual access to them. OER materials should allow others to engage in the five 5 R activities:  reuse, retain, revise, remix, and redistribute. OERs include a wide range of materials including books, case studies, reference materials, assessments, assignments, tutorials, slides, videos, and more.

Funding opportunity
Chico Affordable Learning Solutions (CAL$), for the first time since its inception, is pleased to offer course release support to faculty who want to create their own Open Educational Resources. With funding from the Chancellor’s Office program Affordable Learning Solutions, CAL$ will be able to provide course releases for three faculty members (of up to 3 AWTU per participant) in spring 2022. Applicants should follow the Call For Applications, which are due by Friday, October 1. We anticipate notifying selected applicants by Friday, October 8th.

Rekindling Faculty’s Passion

Dearest faculty,

I don’t know about you, but the first 2-3 weeks have been… weird. There, I said it. I am on campus, I enjoy the FDEV office space and team dynamic, I am energized by the colleagues I see, and yet, most of my meetings are still in Zoom, so I feel I am living in a limbo between limited in-person interactions and the ever-present virtual world. 

In doing some reading in preparation for this Tuesday Tip, I came across an article from The Chronicle of Higher Education, The Great Disillusionment (Ellis, 2021). The author presents a fairly grim look at academia, from the perspective of both faculty and staff, and she explores how, while “employees’ dedication to higher education’s mission has fueled colleges for many years […], the pandemic has caused many people to renegotiate this dynamic.” More specifically, Ellis shares how “the graciousness, the compassion, the ‘we do it for the students, we do it for the work’ — that’s gone.”

This year I would like to commit, as Faculty Development Director, to rekindle some of that graciousness, compassion, and passion and to focus on faculty’s needs more closely. Let me be clear, though: my commitment does not involve glorifying practices that justify working overtime and prioritizing work over health and wellness. I am not looking for faculty to embrace compassion at the expense of their well-being. I want to commit to rekindling faculty’s passion by offering resources, programs, and events that can help faculty thrive in all areas of their professional growth.

Last year, FDEV was inevitably very “reactive” to the pandemic, the switch to online instruction, and the need for supplemental training in digital pedagogy and academic technologies. For this, we have received very good feedback and we are grateful that our efforts could respond to and serve your needs. But looking at the low number of applications for FDEV programs in Fall 2021, I started wondering if we are truly responding to your current needs. This is certainly not a criticism towards the low number of applications we are receiving: on the contrary, I see this is a clear call for the Director of Faculty Development to stop for a minute, listen to “her” faculty, and re-think what faculty truly need to thrive. 

For this reason, we had a long and important conversation last Friday with the FDEV Advisory Board to discuss how, whether we are reacting to the pandemic, climate change, the wildfires, or social and racial injustice, the burnout is palpable, and we are now constantly in “survival mode.” 

Good job, Sherlock, you might think: did you really need an Advisory Board meeting for that??
Well, no, I did not need an Advisory Board meeting to know faculty are burned out. I needed that conversation to discuss how to better respond to and address the exhaustion I feel so present, though.

In this spirit, we have extended the deadline for the open calls of all FDEV Fall 2021 programs, and we have designed THIS SURVEY to collect feedback so that we can plan the rest of the year with your needs in mind. 

I hope that you will be willing to take a few minutes out of your day to fill out this survey, knowing that the Advisory Board and I will read your feedback carefully and we will use it to guide our efforts. 

Faculty, you are my priority, now and always, and I am here to support you in every way I can.

Resources for Tenure, Promotion, and Dossier Writing

Dear faculty,

I hope that your first week in class (virtually or in person) went as smoothly as possible and that you could all get re-energized by the interaction with your students!

This week, I want to encourage you to focus on yourselves for a moment, and to consider the resources available for retention, tenure, and promotion (RTP), and more general resources that can help with your dossiers (whether you are going through a performance or periodic review this year, and whether you are a T/TT faculty or a lecturer). Last year we offered a number of Friday Forums that provided insights into a variety of topics pertaining to RTP, and many faculty helped me explore concrete examples of successful practices. 

I want to share the recordings from those forums, as many of you have dossiers due on September 17th, and I hope that you can find valuable information there.

  1. How to Showcase Evidence of Teaching Excellence (Class Evaluations) – additional material available here
  2. How to Showcase Evidence of Teaching Excellence (in the RTP Dossier) – additional material available here
  3. How to Prepare for a Class Peer Evaluation – slides available here
  4. How to Approach Service Strategically – additional material available here

I want to encourage all faculty (T/TT and lecturers) to reach out to Faculty Development for questions about RTP, dossier writing, class evaluations, etc. We might not have all the answers, but we should be able to point you in the right direction. I am also happy to share my dossier with anybody who would like to see an example, just reach out to me!

Lastly, I want to send one more reminder about the Friday Forum on RTP. Join us for a discussion about tenure and promotion with the Office of Academic Personnel, Deans, Department Chairs, and newly tenured faculty on Friday, September 3rd, 12:00-2:00 p.m. The forum will be offered via Zoom and all sessions will be recorded.

Do not hesitate to reach out to me or Faculty Development for any questions!

FDEV Fall 2021 Programs, Resources & Events

Dear faculty, welcome back! 

I bet you have missed our Tuesday Tips over the summer, and so we are back! And technically, this is less a “tip” per se and more a chance to remind you what FDEV has to offer and what resources and programs are available to you this year. 

This email includes information about this semester’s faculty learning communities, series, and events, in addition to links to important resources and tools. Please read this email carefully and save it for your future needs. 

While the transition back to in-person classes and services is still complex, I am excited that I will get to see many of you on campus, and I hope that these resources will remind you that Faculty Development is always here to support you. 

Faculty Learning Communities 
The Office of Faculty Development (FDEV) is excited to offer two faculty learning communities (FLCs) this semester, focusing primarily on equity, inclusion, and antiracist work.  

Closing the Equity Gaps 
FDEV encourages all faculty (tenured, tenure-track, and lecturers), and especially those who have not participated in FDEV programs yet, to apply for the Closing the Equity Gaps faculty learning community. In this FLC, participants are invited to think about the effects of equity and inclusion on our primary goal of student success. During the FLC, participants will be asked to access the Faculty Grades and Equity Gaps Dashboard and engage with data from their courses. The goal is to create a space for faculty to understand the meaning of this data, discuss best practices for increasing elements of equity and diversity in their classes, and design assignments and activities that promote inclusion. The FLC meetings will be offered virtually via Zoom. 
Read full call for proposals here (Google Doc). Deadline for applications is Tuesday, September 7th. 

Raising Critical Consciousness: Working Towards Establishing Anti-Racist Learning Environments 
FDEV invites all faculty (tenured, tenure-track, and lecturers) to participate in a new Raising Critical Consciousness faculty learning community. In this FLC, participants are invited to critically examine systems of power in order to explore their own racial literacy and begin to plan concrete steps toward developing and nurturing anti-racist learning environments. Possible strategies include removing barriers to opportunity for diverse student populations, improving representation in curricula, and revising assessment practices to reduce inequities. The FLC workshop meetings will be offered virtually via Zoom, while the team meetings can be scheduled either virtually or in person based on the team member’s preferences (but according to the University Covid-19 guidelines).  
Read full call for proposals here (Google Doc). Deadline for applications is Tuesday, September 7th. 

Quality Learning & Teaching (QLT) Workshops 
The Office of Faculty Development is partnering with the Technology & Learning Program (TLP) to offer a series of workshops created around the Quality Learning and Teaching instrument
These workshops will be held on Zoom and are designed to meet core standards in the QLT instrument and are associated with deliverables that will allow you to fully redesign a course (or design a new course). 
Visit the QLT workshops page for details on how to apply. Deadline for applications is Tuesday, September 7th. 

FDEV Series 
The Office of Faculty Development is excited to offer a number of series starting this semester and continuing into Spring 2022.  

Podcasting for Teaching and Learning Series 
In collaboration with TLP, FDEV will offer a series on podcasting for teaching and learning in Fall 2021. The series will be offered in a hyflex classroom (Glenn 302), so participants will be able to attend in person or via Zoom. Participants are welcome to attend individual workshops or the whole series, based on availability and interest. In Spring 2022, we will offer a similar series focusing on the use of videos and other media in the classroom. 
Visit the series page to learn more and to register for the four workshops. 

Teaching Racial & Social Justice Series 
FDEV is proud to sponsor the second annual Teaching Racial & Social Justice Series for 2021-2022 and is calling for six workshop proposals. Proposals should identify the workshop’s outcomes, deliverables/tools, ways of participant engagement, and address resources that will be shared. Visit the series page for more details. Deadline for applications is Tuesday, September 7th. 

Upcoming Events: Friday forum on Retention, Tenure, and Promotion (9/3, 12:00-2:00 p.m.) 
FDEV will be offering a Friday forum on Retention, Tenure, and Promotion (RTP) on Friday, September 3rd, from noon to 2:00 p.m. The forum will be offered via Zoom and is open to the entire campus community. Mark your calendars for this important conversation! 
The forum will be recorded and all sessions will be available in the FDEV media channel (and linked in the Friday forum page). 

FDEV Tools  
FDEV is also excited to promote a number of tools that we hope will provide valuable help and resources to faculty.  

  1. Grades and Equity Gaps Dashboard: the data in the dashboard is intended to generate thoughtful reflections and discussions, leading to pedagogical adjustments that may decrease equity gaps. 
  2. Model Course Design: a database that allows searching concrete examples of course design. If you click on the blue icons you will be able to access individual course portfolios created by Chico State faculty.  
  3. Teaching Guides: offer tips in a variety of areas of instruction. Modeling Universal Design for Learning (UDL), we made the teaching guides brief, clear, easily accessible and applicable, and we organized the resources in four areas (explore, listen, watch, and read), offering additional information in various formats (websites, podcasts, videos, and articles). 
  4. FDEV media channel: FDEV uses a Kaltura media channel were most workshops are recorded and archived. Visit the channel to see what we offered last year! 
  5. FDEV podcast – Rise, Teach, Learn: the podcast is hosted by Dr. Jamie Linn Gunderson and is designed to engage in timely conversations with faculty, staff, and students at Chico State. The podcast is released on the first and third Thursday of each month.  
  6. FDEV Virtual Library: in partnership with the Meriam Library, the Office of Faculty Development has selected a list of electronic publications that cover key areas of faculty interests and responsibilities. Explore these resources and send us suggestions on additional titles! 
  7. FDEV Zine: it is released on the first Monday of each month (first issue this year will come out on October 4th) and contains news from the Advisory Board, updates about the faculty learning communities, and timely discussions about the faculty experience at Chico State and in higher education more broadly.  

FDEV Office and Rose Garden Room 
Lastly, we want to let all faculty know that the FDEV office (MLIB 458) and the Rose Garden Room (MLIB 459) are open and we hope you will visit us often! 

The FDEV Office is open Monday through Friday, from 8 a.m. to 5 pm. I, together with admin support coordinator Rebecca Nelson and the FDEV student assistants, will be happy to welcome and assist you with our website or any questions you might have in relation to faculty development, training, and resources. The Rose Garden Room is available for faculty Monday through Friday, from 8 a.m. to 5 pm. With the exceptions of the FDEV Advisory Board(opens in new window) meetings (scheduled in the Rose Garden Room on the first Friday of each month, 8:30-10:00 am) the room is open for faculty to write, grade, read, etc. However, following Meriam Library policy and guidelines, FDEV will not provide any beverages or refreshments this semester. 

I truly hope that you will find these programs and resources useful and that you will count on faculty development for the support you need to thrive as both a teacher and a scholar. Please reach out if you have any questions. 

Welcome back, dear faculty! We sure have missed you! 

Chiara Ferrari 

Faculty Development, Director 
Campus zip: 026 
Phone: 530-898-3094 
https://www.csuchico.edu/fdev/
Professor 
Department of Media Arts, Design, and Technology 
Campus zip: 504 
Phone: 530-898-4647