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September 2013

I   GSI: Making a Difference in STEM Learning!
Second round of awards announced

II   New Hopkins Program Offers Teaching Preparation for Future Faculty
Seeks Faculty Support and Mentorship

III   CER Services for Faculty and TAs
How may we help you?

IV   Teaching Tips: Flipping Your Classroom
Quick tips for inverting your class

V   Blackboard Updates
Just a reminder

VI   Classroom Technology News and Notes
What’s new in classroom technology around the campus

VII   Research Workshops for Faculty & Students
Help one student or your whole class with our instructional library sessions

VIII   New Microsoft Antivirus Protection Coming
Symantec Antivirus to be Retired on September 24th, 2013  

 

I   GSI: Making a Difference in STEM Learning!

On August 1, 2013, Provost Lieberman announced 13 awards for the second round of funding to advance the transformation of Johns Hopkins approaches to pedagogy, course and program design, and instructional methodologies in gateway science courses. This round of funding builds upon the success of round one, which was announced in December, 2011, when 10 grants were awarded to foster experimentation to improve STEM education at Hopkins. GSI Logo The second round of grants attracted 21 proposals, which were evaluated by the 19- member GSI Faculty Steering Committee. Co-chaired by Steven David, Vice Dean for Undergraduate Education and Professor of Political Science in the Krieger School of Arts and Sciences, and Marie Diener-West, Director of the Master of Public Health Program and Professor of Biostatistics in the Bloomberg School of Public Health, the Committee’s charge is to collaborate with Hopkins faculty to identify and promote best practices in education and develop recommendations for strategic approaches to continuous improvement in gateway science courses across the divisions. The initiative defines gateway science courses as those that establish the necessary fundamental knowledge base for subsequent or more specialized subject area study and research. Disciplines include introductory classes in biology, chemistry, physics, psychology, statistics, bioinformatics and others with a basic natural science or quantitative focus in fields such as economics, medicine, nursing and public health. The 13 winners were selected and funded for amounts ranging from $6,000 to $210,000, which will allow the principal investigators and their collaborators to develop and implement their ideas for transforming science learning and conduct rigorous assessment of the results. The 2013 Gateway Sciences Initiative projects and grant recipients are:
  • Chemical Structure and Bonding with Laboratory:  A New Course for Advanced Freshmen, Tyrel McQueen, Assist. Professor, and Jane Greco, Senior Lecturer, Dept. of Chemistry; KSAS
  • Fundamentals of Energy:  Student-Centered Learning for Active, Analytic, and Quantitative Energy Education, Deborah Bleviss, Professor and Acting Director, Energy Resources and Environment, SAIS; John Harrington, Associate Dean, SAIS; Vali Nasr, Dean; SAIS
  • Harnessing the Undergraduate Teaching Laboratories to Enhance the Freshman, Sophomore Science Experience, Bertrand García-Moreno, Professor and Chair, Dept. of Biophysics; KSAS
  • Improving Clinical Reasoning in Diagnosis for Pediatric and Family Nurse Practitioner Students, Shawna Mudd, Asst. Professor,; JoAnne Silbert-Flagg, Assistant Professor, Dept. of Acute and Chronic Care: SoN
  • In-class Group Problem Sessions in Biochemistry, Katie Tifft, Lecturer; Emily Fisher, Lecturer; Vince Hilser, Professor; Young-Sam Lee,  Assist. Professor, Dept. of Biology; KSAS
  • Institutionalizing Peer-Led Team (PILOT) Learning into the Culture of the Johns Hopkins University Undergraduate Experience, Laura L. Foster, Asst. Director, Office of Academic Support, and Richard J. Brown, Director of Undergraduate Studies and Associate Teaching Professor, Department of Mathematics; KSAS
  • Interactive Exercises in Economics, Bruce Hamilton, Professor Emeritus, and Robert Moffitt, Krieger-Eisenhower Professor and Chair, Dept. of Economics; KSAS
  • Interdisciplinary Space Science and Space Systems - Engineering CubeSat Laboratory, Stephen S. Murray, Research Professor, Dept. of Physics and Astronomy; KSAS
  • Introduction to Materials Chemistry, Patricia McGuiggan, Assoc. Research Professor, Dept. of Materials Science and Engineering; WSE
  • Introduction to the Biomedical Sciences at the Bloomberg School of Public Health: Collaborative Learning in the Onsite, Blended and Online Classroom, Jelena Levitskaya, Assistant Professor; Gundula Bosch, Visiting Scholar, Dept. of Molecular Microbiology & Immunology; BSPH, Noel Rose, Professor of Pathology, SoM
  • “Tangible” Activities to Support SCALE-UP Instruction of General Physics, Robert L. Leheny, Professor; Petar Maksimovic, Professor; and Julian Krolik, Professor, Dept. of Physics and Astronomy; KSAS
  • Transformation of the Chemical Sciences to Enhance the Freshman Experience, Christopher Falzone, Teaching Professor, Jane Greco, Senior Lecturer, and Gerald J. Meyer, Professor, Dept. of Chemistry; KSAS
  • Whiting School Biomedical Design Studio, Robert Allen, Lecturer; Eileen Haase, Senior Lecturer, Elizabeth Logsdon, Lecturer, EP, Dept. of Biomedical Engineering; WSE, Leslie Tung, Professor, Youseph Yazdi, Assistant Professor, Dept. of Biomedical Engineering; SoM
The University will hold its third annual Symposium on Excellence in Teaching and Learning in the Sciences on January 13th and 14th, 2014. This year the event will be part of a two-day symposium co-sponsored by the Science of Learning Institute and the Gateway Sciences Initiative.   The first day will highlight cognitive learning research; the second day will examine the practical application of techniques, programs, tools and strategies that promote gateway science learning. The objective will be to explore recent findings about how humans learn and pair those findings with the latest thinking on teaching strategies that work.
 

II   New Hopkins Program Offers Teaching Preparation for Future Faculty

Too often, PhD students are trained as first-rate researchers who graduate with little knowledge or skills needed for successful teaching, although those who pursue academic careers usually have PFF-TA Logoteaching responsibilities intheir first faculty appointments. To address this issue, an application for a PhD Innovation Initiative award was developed by Pam Jeffries, Associate Dean for Academic Affairs at the School of Nursing, and Candice Dalrymple, Associate Dean of University Libraries and Director, Center for Educational Resources, with the participation of the Schools of Public Health, Education, Engineering, Arts & Sciences, Medicine and Advanced International Studies. The Preparing Future Faculty Teaching Academy targets approximately 50 PhD students per year across Johns Hopkins University who are considering academic careers that will involve teaching. Students must be in or beyond their second year of doctoral work. Through this initiative, advanced doctoral students will be able to acquire an overview of pedagogy, explore different educational models, acquire teaching and assessment skills, and work with faculty teaching mentors in a classroom, online course, or laboratory environment. An optional component at the end of the program will enable doctoral students to contribute to the scholarship of teaching and learning by developing teaching-as-research projects for their hands-on teaching experiences. The program is envisioned as a supplementary activity for graduate students that should not detract from their research obligations. To ensure that, students are required to submit a Memorandum of Understanding (MOU) form signed by their research advisor along with their application. Faculty who are interested in participating as teaching mentors are requested to co-develop a Mentor-Mentee Memorandum of Understanding (MOU). Two flexible options are available: 1. Offer consultation and guidance for a teaching assignment: help your mentee develop teaching goals and carry them out in a Hopkins course. A faculty mentor would agree to help a doctoral student mentee develop teaching goals and learning objectives and align them with a teaching activity, determine active learning activities to offer in the course, and suggest appropriate methods of evaluation. The mentee should teach at least two classes or labs in a course or should offer a complete course as the instructor of record through a departmental appointment, a Summer or Intersession appointment, or through a Teaching Fellowship. Mentors should observe mentees as they are teaching and provide constructive comments afterward. 2. Offer an apprenticeship in a course being taught by the faculty: invite a mentee to serve as co-teacher of one of your courses. Through this option, faculty mentors would involve their mentees in the planning of course content, identification and implementation of assessment strategies, and instruction of at least two classes, labs, or units in his/her course In either of these options, an extensive “live” teaching opportunity for the student will be a part of the student’s mentorship. Students will enter their mentorships after they have been exposed to formal pedagogical theories and readings and have engaged in hands-on development of sample teaching resources. In this sense, students will be significantly more prepared to collaborate with faculty mentors than the typical TA or RA. It is our hope that faculty and students will find the mentor-mentee relationship of mutual benefit. As mentors, faculty will be requested to provide feedback to their student mentees and to the program on their teaching, using a short checklist of teaching activities that they have observed. This will help the grant PIs and the Program Manager to track the progress of each participant and provide concrete input into the letters of completion that will be provided to students at the conclusion of the program. While there are no funds to support this volunteer faculty mentoring opportunity, formal letters of acknowledgement and appreciation will be sent to the division Dean, Provost, and President in addition to formal recognition of the faculty mentors’ contributions and the PhD students’ work at the PFF Teaching Academy recognition event. If you would like to become involved in this new program as a mentor, please contact Program Manager, Kelly Miller at pff.teachingacademy@jhu.edu.
 

III   CER Services for Faculty and TAs

Office Stress Clipart Whether you are a faculty member new to Johns Hopkins or an established professor who has not yet explored all your teaching options, the Center for Educational Resources welcomes you to the fall 2013 semester. The CER provides pedagogical support and resources for both traditional and digitally supported teaching. Our location in the Garrett Room of the Milton S. Eisenhower Library allows us to work closely with Sheridan Libraries research services librarians and University IT staff. The CER staff have advanced academic degrees and experience in instructional settings, and, most importantly, they are flexible and willing to provide both individual consultations for faculty or small group presentations for departments. Training opportunities:
  • course management system (Blackboard) information, support and training

  • TA training and workshops

  • dedicated instruction to meet individual faculty or departmental needs

  • Instructional technology resource assistance:
     
  • Interactive Map Tool and Timeline Tool (CER developed course resources)

  • Turnitin plagiarism detection software

  • in-class voting student response (i-clicker) system

  • web conferencing and collaboration with Adobe Connect

    Resources especially for faculty:

  • faculty multimedia lab and equipment loans - industry standard resources to record and distribute lecture materials, enhance presentations visually and aurally, and prepare materials for conferences and grant proposals

  • mobile computer cart - laptop set can transform any classroom into an interactive learning space

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Other services:
  • partnering with faculty to develop instructional assessment and educational outreach sections in grant proposals

  • reviewing instructional applications of Web-accessible resources to address individual faculty instructional or research objectives

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Technology Fellowship Program:
  • annual mini-grant program to help faculty to develop resources that target course-specific student learning objectives

  • over 100 projects completed to date

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Faculty are invited to e-mail or call any of our staff to discuss priorities at a convenient meeting time. Staff bios and contact information are available online.
 

IV   Teaching Tips: Flipping Your Classroom

Image of words The term “flipped classroom” might bring to mind an anti-gravity experiment, but it refers to a different way of thinking about teaching and learning. In a traditional pedagogical model, a faculty member is the “sage on the stage,” lecturing to students.  Assignments are all done outside of class, often with little or no direct guidance from faculty. In the flipped classroom (also called inverted or hybrid), the process is turned around. Instead of doing problem-based homework outside of class and coming to class to hear the professor lecture, the student watches lecture content online and comes to class to work on problems (or engage in discussion) in an interactive, collaborative setting. The faculty member becomes a “guide on the side” or coach, perhaps injecting a mini-lecture when needed to help students struggling with a common problem.  The focus shifts from teaching to learning. The CER blog, The Innovative Instructor, has posts on flipping the classroom (see here and here). Recently we came across a couple of videos and tips sheets that provide succinct overviews to the process.  What is the Flipped Classroom combines a 60-second video that gets right to the heart of the matter, with graphics explaining the difference between traditional and flipped classroom techniques. A two page document from the Educause Learning Initiative describes seven things you should know about flipped classrooms. Jen Ebbeler, Associate Professor of Classics at the University of Texas Austin, has blogged about her experiences with flipping her large enrollment (400 students) course, Introduction to Ancient Rome. She’s produced a seven-minute video: Transforming Ancient Rome: Active Learning in a Large Enrollment Course chronicling her experiences. Two images of students in classrooms - lecture hall and collaborative classroom
 

V   Blackboard Updates

Blackboard logo Here are some reminders and updates for you to keep in mind this fall:
  • Fall 2013 Blackboard course shells are available now. A reminder that there is no need to request Blackboard course shells - all full time AS/EN courses have a course site by default in Blackboard. For a course to be seen by students, faculty must set the availability option: http://help.sset.jhu.edu/download/attachments/10485887/
    Making_a_Blackboard_Course_Available.pdf

  • Training: Blackboard training sessions are available at the CER for new and experienced users. Please check the training schedule for dates and times and to register for sessions - http://www.cer.jhu.edu/bb.html#training. If you prefer an individual consultation, our staff is happy to set one up.

  • Course Copy:  A reminder that course material is not automatically copied over from semester to semester.  If you want to reuse material from a Blackboard course taught in a previous semester, you’ll need to use the Course Copy feature. Course Copy allows you to select parts of a course you would like copied and then copies those parts over to the new course shell. For the Course Copy feature to work properly, 1) you must be an instructor in both courses, and 2) the course to be copied into must be an existing course.  Please see the Course Copy tutorial for more details:  http://help.sset.jhu.edu/download/attachments/10485887/Course_Copy.pdf

  • Paperless Grading with the Assignment Tool: Last spring, Blackboard was updated with Service Packs 10 and 11, which produced a number of changes and improvements. The Assignment Tool, which allows students to upload assignments electronically to Blackboard, now provides a paperless grading interface for instructors. A variety of commenting tools can be used to mark up the assignment before assigning grades. Instructors can also download the assignment files if needed. Please see the Assignments tutorial for more information: http://help.sset.jhu.edu/download/attachments/10485887/Assignments_SP11.pdf
Screenshot of Blackboard commenting tools
 

VI   Classroom Technology News and Notes

Summer is always a busy time for campus technologists, and this summer has brought many changes to the Homewood classrooms.  Several new rooms have been added, existing venues have been updated, and we are piloting a lecture capture solution that promises to have a positive impact on teaching and learning at JHU. Classroom in the JHU UTL New computer classrooms are opening this fall in the new Undergraduate Teaching Laboratory and in Maryland Hall.  The 36 student-seat facility in the UTL, used primarily by Biophysics, features 21” iMacs and four Epson Brightlink interactive projectors.  There will also be a small collaboration lounge in the classroom, equipped for student team sessions.  Maryland 30A, built in the former Engineering Machine Shop, has 36 student seats with Dell 9010s; it will be used for Computer Science classes.  In addition, Bloomberg 478 will be a new “scale-up” classroom for Physics and Astronomy, with technology modeled on Krieger 309. We have also been busy updating classrooms across campus.  Krieger 307 has been outfitted with new iMacs, as well as a new projector and screen.  Krieger 205 also has new projection, as do seven classrooms in Bloomberg.  All the computer classrooms, including the ones mentioned above, as well as Shaffer 1, Maryland 226 and Dunning 212, have been freshly imaged, and Insight classroom management software is now standard in all of them.  Insight training will be available upon request. Finally, having heard requests for expanding lecture capture capabilities on campus, we undertook a free, technical trial of Panopto in the spring.  The initial success of this trial, including integration with Blackboard, led us to initiate a paid pilot for the fall semester.  Panopto will do in-class recordings of live lectures, including audio, video and computer content, such as PowerPoint slides.  It enables anyone to record outside of the classroom and upload to a Blackboard course site.  The pilot includes the right for anyone at JHU, faculty, staff and students, to record and upload content, so there are many possible uses, not just in-class capture.  In addition, Panopto allows users to upload third-party video content and then stream it through Blackboard.  If you would like to use Panopto this fall, or would like more information about any classroom technologies, please contact Fred Thomsen at thomsen@jhu.edu.
 

VII   Research Workshops for Faculty & Students

Help one student or your whole class with our instructional library sessionsApple on top of a stack of books Are your students feeling a little rusty after the long summer break? Get them back in fine form by sending them to the library’s instructional workshops. These one-hour sessions hone their research skills so you don’t have to. Workshop Schedule PubMed: Great tips for using the tools within PubMed that will help you find exactly what you want, much more quickly. Practice while the librarians are there to help! Tuesday, September 17, 4-5pm RefWorks: Store and organize citations, move them into your documents, and change to different styles. Tuesday, September 24, 5-6pm Wednesday, September 25, 5-6pm E-books for Academics: We love reading our fun fiction on our mobile devices, but the JHU libraries have 1 million academic e-books as well. Bring your tablets, e-readers, or any mobile device that you use to read books. Find out which e-books can/can't be downloaded directly to your e-device, and practice while a librarian is there to help. Tuesday, October 15, 1-2pm Wednesday, October 16, 5-6pm Had something else in mind? We also love requests! Ask about a private session for your class or group at ask@jhu.libanswers.com.
 

VIII   New Microsoft Antivirus Protection Coming

laptop with lit up screen and keysSymantec Antivirus (SAV) and Symantec Endpoint Protection (SEP) will be retired and replaced with Microsoft System Center Endpoint Protection (SCEP) throughout Johns Hopkins, effective September 24, 2013. Your IT Support Team will be working to deploy the new SCEP product to the systems in your department in the coming weeks if it is not already running. If you would like some more information, please contact your IT Support Team or visit the IT@Johns Hopkins Anti-Virus page, http://www.it.johnshopkins.edu/antivirus/. The SCEP client can be downloaded from the IT@JH Antivirus website, and may also be used on your personal computers: http://www.it.johnshopkins.edu/antivirus/downloads/index.html.