Fall 2022 - Spring 2023

Materials and Recordings from 2022-23 TLC Events

Spring 2023

Fri. 1/13, 1pm. Inclusive Course Preparation for Spring 2023 (via Teams)

Based on the TLC Inclusive Teaching reading group in F22, this is a bonus session, open to anyone, devoted to helping us prepare for S23 courses.

Bring one course syllabus that you're comfortable sharing in the group. (It does not have to be finished yet!) We'll spend some time looking at student-inclusive language in syllabi, and discussing strategies suggested in the book for what to do in the first days of the course.

You do not have to have read Inclusive Teaching to participate in this session. All are welcome to join us, even if you are not teaching in spring '23.

Wed. 2/1, 2pm. Let's Chat About ChatGPT (via Teams)

Click here to access the Resources Document created during this conversation. 

The TLC is hosting this open-forum discussion time to start to understand what ChatGPT means for our campus community. We will gather online via Teams to allow for greater participation. 

Though the AI writing tool ChatGPT was just released in late November, 2022, it's already caused a giant upheaval in how we think about writing as an expression of our personal thought and understanding. ChatGPT is not the first publicly available artificial writing assistant out there, but it is by far the most powerful yet. You've already read text and perhaps even seen student work that incorporates it.  

Members of our faculty and staff will speak about their experiences using ChatGPT for professional and personal tasks; what it means for student writing assignments; and what, if anything, we should be doing differently in our professional practices as a response to it. Everyone is welcome to join in and share their reflections on this tool so far. 

I recommend that you create an account with OpenAI now and test this tool out for yourself ahead of this session. Try asking it to answer a question you pose to your students, or having it draft a summary of something you've written. We will look at examples from it during this discussion, but as it's experiencing overwhelming traffic it may not be functional for everyone during our live time together.  

Recommended resources to learn more: 

Mon. 2/20, 11am. Self-Care Is Not Enough: Responding to Burnout and Demoralization in Higher Education. College Union 355, Fireside Lounge 103

Presenter: Laura Swanson, Staff Counselor & Wellbeing Coordinator, Student Health and Counseling

This session will be an open dialogue about how the current landscape of higher education impacts faculty and staff wellbeing. 

Burnout and demoralization, two similar but distinct experiences, are common among employees in higher education and rates have risen in the past few years. Well-intentioned responses to burnout and demoralization often emphasize self-care, and while caring for oneself is an important piece of the wellbeing puzzle, it is not the most effective antidote to burnout or demoralization, which are the result of systemic shortcomings. 

We will talk about ways burnout and demoralization show up in our own lives, as well as paths towards replenishment and remoralization.

Slides were shared after the event concluded. 

Wed. 3/1, 12:30pm. The Joy Machine: The Mandate for Crafting in the Classroom, and Tips to Get Started with Hinda Mandell. Doty 302E

Faculty and staff from all disciplines are invited to this workshop where Dr. Hinda Mandell (School of Communication, RIT) will share her experience and concrete suggestions about using crafts as a pedagogical tool in the university classroom. While such items as embroidery floss, Shrinky Dinks, and cardboard looms sound like a craft-kit from summer camp, Mandell will make the argument that through accessible, low-stakes craft exercises, students have the unique opportunity to connect with course materials in surprising and joyful ways. 

About the Presenter: 

headshot of Hinda Mandell, wearing a colorful sweater, glasses and smiling

Hinda Mandell, Ph.D., is professor in the School of Communication at RIT in New York, where she is the director of the university’s journalism program. Mandell is editor of Crafting Dissent: Handicraft as Protest from the American Revolution to the Pussyhats (Rowman & Littlefield, 2019); co-curator and co-editor of Crafting Democracy: Fiber Arts and Activism (RIT Press, 2019); a co-editor of Nasty Women and Bad Hombres: Gender and Race in the 2016 US Presidential Election (University of Rochester Press, 2018); the author of Sex Scandals, Gender and Power in Contemporary American Politics (Praeger, 2017); and co-editor of Scandal in a Digital Age (Palgrave Macmillan, 2016). As a journalist, her work has been published in Politico, The Boston Globe, The Chicago Tribune, The LA Times, among other publications. Her scholarly inquiries into collaborative handcraft as change-agents have been published in Craft Research, Journal of Urban Cultural Studies, and Journal of Feminist Scholarship. She is on the international advisory board of the Journal of Art & Communities, and her research has been funded by the Center for Craft and Fiber Art Now. In 2020 she was a guest artist with Visual Studies Workshop, whose residency funded the production of her artist book, “The Yarn Must Live: A Polemic on a Pandemic and Public Art,” which was acquired by the Virginia Museum of Fine Arts in 2021. Since 2017, she has organized maker interventions on issues of social reform tied to geographic place reaching 2,000 craft participants. She is on Instagram: @crochetactivism. Contact: hbmgpt@rit.edu.

Suggestions Hinda shared during the talk for how to get started with crafting in the classroom: 

  1. Be up front and explain to students why you're bringing crafting into the university classroom. As a fun break? For mental-health benefits? To connect to course concepts?
  2. Consider which makes more sense for your approach, to either 1) select the craft first and then retroactively connect it to a specific course module/concept, or 2) select the course module and then consider which crafting approach to take.
  3. Consider whether you want to do the same craft throughout the length of the semester, or just a one-time craft pop-in as a unique/unexpected course experience.
  4. Give lots of time in class to students to acclimate to the craft, and to feel comfortable with the craft, before expecting them to contribute to a class discussion on the craft and the course module.
Fri. 3/3, 2pm. ChatGPT in the Classroom with Dave Cormier and Education students, University of Windsor (via Teams)

Featured Speakers:

  • Dave Cormier, Digital Learning Specialist, Office of Open Learning at the University of Windsor
  • Clarissa Fehr
  • Grace Gasparini
  • Jackie Durocher
  • Kate Hadwin
  • Serena Kelly

As part of our ongoing TLC conversations about ChatGPT and other generative AI tools, we will be joined in this event by Professor Dave Cormier and several of his students from the University of Windsor. As detailed in this Chronicle of Higher Education article from 12/13/22 (access requires log-in), "Preservice teacher candidates in Dave Cormier’s course at the University of Windsor will be spending the spring term looking at how AI tools will affect the future classroom....Some might choose to incorporate such tools, others might want to dampen access to the internet in their classrooms."

We heard about the results of these research projects as part of our continued campus discussion about what the impact of ChatGPT and similar tools will mean for higher education broadly, and Geneseo specifically, moving forward.

This virtual event is open to faculty, staff, and students. We welcome a range of experiences and perspectives about generative AI tools from participants.

Dave Cormier is an educational researcher and learning community advocate, who has spent the last twenty years trying to make education better. He is currently working as an Online Learning Specialist with a focus on Digital learning strategies. He has lead teams in k12, college and university environments. He has published on open education, Rhizomatic Learning, MOOCs (Massive/Open Online Courses), and the impact of technology on the future of higher education. 

This recording includes the first 20 minutes of the presentation, with Dave presenting. The student presentation portions were not recorded.

Slides from the entire presentation are available here.

Wed. 3/8, 2:00pm. Navigating Student Accommodations for Your Courses. Doty 302E

Facilitators: 

  • Amy Fisk, Psy.D., Assistant Dean for Accessibility
  • Rachel McManus, OAS Accessibility Coordinator

This workshop provides assistance with implementing accommodations approved for students connected with the Office of Accessibility Services, including, but not limited to, Modified Attendance/Flexible Due Dates, Audio Recording, and Peer Note-taking. The workshop will include opportunities for Q&A and group discussion throughout.

Slides from the presentation are available here.

A narrated recording of the slides, with some additions added after the discussion, can be viewed here. It is also available on the Office of Accessibility Services Faculty Resources page, with chapter breaks to jump to specific accommodation overviews. 

 

Fri. 3/24, 12:30-2:30pm. Recognizing & Responding to Microaggressions in the Classroom Workshop. Doty 302e (for FACULTY)

Microaggressions have a serious detrimental impact on a student's sense of belonging and inclusion at Geneseo. This is equally true for faculty, staff, and all members of our campus community. 

Guided by results from the 2022 Campus Climate Survey, this session will 

  • define and describe common types of microaggressions
  • provide hands-on skill-building to recognize and respond to microaggressions as they occur
  • address microaggressions in class settings
  • identify relevant resources for additional information and practice

This workshop was led by Monica Schneider, Professor of Psychology. It will have specific applications for teaching faculty, for situations that occur in classes and during advising. 

RESOURCES: 

Wed. 3/29, 2:30pm. An Introduction to Course-Based Integrative and Applied Learning Experiences. Bailey 103

Interested in learning more about how to incorporate integrative and applied learning (including undergraduate research) into your courses? In this workshop, you’ll learn from faculty members from across disciplines who have used IAL activities in their 100-level and upper-level courses, as well as have designed entire IAL courses. Participants will have the opportunity to begin the process of designing an IAL activity or course with the support of Melanie Medeiros, the Director of the Center for Integrative Learning. 

Can’t attend but want to learn more? Fill out this brief Google form and Melanie will reach out to you to schedule a one-on-one or small group meeting to further discuss integrative and applied learning with you.

This event is part of the TLC IAL/UR Learning Cluster, and is open for any faculty or staff to attend.

Wed. 4/5, 1:30pm. Global Citizenship Pedagogy Community Workshop (via Teams)

The Global Citizenship Pedagogy Community (GCPC) is a new learning community for faculty and student facing staff developed by the Global Studies Cluster and the Teaching Learning Center. It is aimed at bringing faculty and student facing staff together to consider the way we practice global citizenship amongst each other, and outwards to students, our Geneseo community and beyond. 

As Geneseo moves from local to global in its curriculum, teaching, research and community engagement, the GCPC invites colleagues to imagine, create, and innovate ways to deepen and/or broaden our global studies content through community discussions and collaborative sharing of resources useful to our students. The major objective of the GCPC is to allow participants to bring their interdisciplinary perspectives to consider innovative methods and pedagogies useful to the group, but also to others wanting to engage in global content.

We invite those who are well versed in Global Studies content, as well as those learning to globalize their curriculum towards Geneseo’s blossoming vision. The first cohort will meet periodically throughout the 2023-24 academic year to build community around current courses and student engagement/projects, and collectively determine desired outcomes based on personal and community goals. 

The output will be determined by the learning community, but may include mutual support to develop content, assignments, projects from students, assessment, and portable course modules. The first cohort will receive incentivized compensation for their active participation, more to follow.

To learn more and apply for the AY23-24 Global Citizenship Pedagogy Community cohort:

  1. Join us for this workshop to discuss the vision of the Global Citizenship Pedagogy Community on Wednesday, April 5th from 1:30pm to 2:20pm on Teams. The recording will be available the next day.
  2. Complete the Google form to apply. Spots are limited and will be on a first come first serve basis. The form will be available April 7th and due April 14th.
  3. Late April – AY 23-24 cohort will be notified of acceptance.
  4. Early May – AY 23-24 cohort will meet for a two-hour retreat to prepare for the upcoming year, receive mentorship from the Global Studies Cluster and TLC, and begin building community around your courses and student engagement/projects.

A resources document, containing a link to the video recording of this session, is available here. 

Fri. 4/7, 2:00-3:30pm.  TLC Reading Group: How Learning Happens, Session 1 of 2 (via Teams)

How might recent research about the way learning happens inform our classroom practice? How can teachers frame and signal aspects of their pedagogy to the members of their classes to increase metacognitive awareness as to how learning happens in the classroom setting? 

Join Dr. Jess Fenn (MAT, PhD, MFA), Lecturer in English and Creative Writing, to discuss How Learning Happens, which surveys key research in educational psychology from the last thirty years. The book covers topics such as how the brain works and what this means for learning and teaching, prerequisites for learning, how learning can be supported, teaching activities, and learning in context. 

Sections of the book will be divided among interested participants so that each participant will only need to be loosely familiar with one or two chapters of the book in total.

Book discussions will take place virtually on Friday, April 7th from 2-3:30 and Friday, May 5th from 2-3.

Mon. 4/10, 1:30-2:30pm. Academic Integrity in the Age of AI (via Teams)

We are at a unique period in terms of creating, assigning, and grading class assessments. On one hand, Geneseo is transitioning away from subscribing to Turnitin, and generative AI tools are now readily accessible. On the other hand, students are ready to embrace the challenges you give them, to reconnect with their campus community. 

We will discuss strategies to design class assignments that embrace the principles of authentic assessment. Whether for classroom or lab, online or face-to-face, some considerations in the design of your assignments will lead to far fewer instances of academic dishonesty. We also will consider the workload balance, so that assignments are meaningful for students to complete but are also efficient for you to grade.

This workshop will also review resources that our campus offers to help you and your students better navigate issues of academic dishonesty, including the Library's Plagiarism Tutorial and the Student Conduct Board.

A Resource Document created during this discussion is available here. 

Fri. 4/21, 1:00-3:00pm. Recognizing & Responding to Microaggressions Workshop. Doty 302e (for STAFF)

Microaggressions have a serious detrimental impact on a student's sense of belonging and inclusion at Geneseo. This is equally true for faculty, staff, and all members of our campus community. 

Guided by results from the 2022 Campus Climate Survey, this session 

  • defined and described common types of microaggressions
  • provided hands-on skill-building to recognize and respond to microaggressions as they occur
  • examined the variety of situations where our interactions with students require our sensitivity to microaggressions 
  • identified relevant resources for additional information and practice

This workshop was led by Monica Schneider, Professor of Psychology. It had specific applications for professional staff, who encounter students and colleagues across a wide variety of settings. 

Fri. 5/5, 2:00-3:00pm.  TLC Reading Group: How Learning Happens, Session 2 of 2 (via Teams)

How might recent research about the way learning happens inform our classroom practice? How can teachers frame and signal aspects of their pedagogy to the members of their classes to increase metacognitive awareness as to how learning happens in the classroom setting? 

Join Dr. Jess Fenn (MAT, PhD, MFA), Lecturer in English and Creative Writing, to discuss How Learning Happens, which surveys key research in educational psychology from the last thirty years. The book covers topics such as how the brain works and what this means for learning and teaching, prerequisites for learning, how learning can be supported, teaching activities, and learning in context. 

Sections of the book will be divided among interested participants so that each participant will only need to be loosely familiar with one or two chapters of the book in total.

Book discussions will take place virtually on Friday, April 7th from 2-3:30 and Friday, May 5th from 2-3. 

Fall 2022

Tues. 9/27, 11:30am. When “Good Vibes Only” Goes Bad. Welles 111, Harding Lounge

Part of the TLC Reinvigorate, Reconnect series.  

Who: Laura Swanson, Staff Counselor, SUNY Geneseo

While optimism can be helpful, joy is a gift, and hope is crucial for survival, sometimes our best attempts at “looking at the bright side” can unintentionally create social and emotional disconnection. We will discuss how toxic positivity shows up in our lives and how it impacts us, on both the giving and receiving ends. We will explore alternatives to toxic positivity and touch on topics of emotional agility, critical hope, and tragic optimism.

When "Good Vibes Only" Goes Bad Resources Document with talk outline & helpful links. 

Wed. 10/5, 11:30am. Participation in a Global Society: Diversity, Pluralism, Power (via Teams)

Resources from all sessions in the Participation in a Global Society series are available here. 

This TLC Discussion series is devoted to the GLOBE curriculum and its Participation in a Global Society components. We invite conversations about our experiences teaching and advising within the brand new gen-ed curriculum. 

Join us as we examine the Diversity, Pluralism, Power attribute in greater detail. 

  • What does this attribute mean for the design and delivery of a particular course? 
  • What should we be aware of when we advise students on courses to fulfill this component? 
  • What are options for meeting this component across our disciplines? 
  • How does this attribute fit within the greater scope of the new curriculum?  
  • How do we balance the needs of students in both the old and new curriculum as our courses evolve? 
  • What are our critical reflections of working with this attribute so far? 

With panelists

  • Dr. Cathy Adams, Academic Planning & Advising
  • Dr. Meredith Harrigan, Communication
  • Dr. Monica Hershberger, Music
  • Dr. Hanna Brant, Political Science & International Relations
Fri. 10/14, 9:30am. Participation in a Global Society: World Cultures and Values (via Teams)

This TLC Discussion series is devoted to the GLOBE curriculum and its Participation in a Global Society components. We invite conversations about our experiences teaching and advising within the brand new gen-ed curriculum. 

Join us as we examine the World Cultures and Values attribute in greater detail. 

  • What does this attribute mean for the design and delivery of a particular course? 
  • What should we be aware of when we advise students on courses to fulfill this component? 
  • What are options for meeting this component across our disciplines? 
  • How does this attribute fit within the greater scope of the new curriculum?  
  • How do we balance the needs of students in both the old and new curriculum as our courses evolve? 
  • What are our critical reflections of working with this attribute so far? 

Panelists will include

  • Dr. Amanda Lewis-Nang'ea, History
  • Dr. Ganie DeHart, Psychology
  • Dr. Jennifer Guzman, Anthropology

All members of the Geneseo faculty and staff community are welcome to join us in these discussions, inclusive of all levels of familiarity with the GLOBE curriculum so far. 

Meetings in this series will be virtual, using Teams. Learn more about how to get the best experience using Teams in this CIT guide. These meetings will NOT be recorded, in order to allow for free discussion. If you're interested in a session but unable to join at this time, contact TLC (tlc@geneseo.edu) to express interest in future sessions. 

Tues. 10/18, 12pm. "Burnout, Boundaries, and RECONNECTION with Self and Others" (via Zoom)

"Burnout, Boundaries, and RECONNECTION with Self and Others" slides can be viewed here. 

Visit Dr. Beth's Mind-Body Programming website. 

Part of the TLC Reinvigorate, Reconnect series.  

Who: Beth Cholette, Assistant Director of Counseling Services, SUNY Geneseo

In this session, we will address the burnout many of us have faced in our professional lives over the past few semesters. With a focus on setting healthy boundaries and employing mindfulness strategies, this session will offer opportunities to help us move towards reclaiming the joy in our teaching and professional activities.

 

Fri. 10/21, 12:30pm. Inclusive Teaching Reading Group, Session #1. CU 355, Fireside Lounge or via Teams

This is a hybrid event. Join us in person in the College Union Fireside Lounge, or remote via Teams. Click here to add the log-on information for Inclusive Teaching Session #1 to your calendar.

Part of the TLC Reads series.

Who: Jeanne Galbraith (Education) and Alexis Clifton (Teaching and Learning Center). 

Join us for this initial conversation about the book Inclusive Teaching: Strategies for Promoting Equity in the College Classroom by Kelly A. Hogan and Viji Sathy. This session will focus on Chapters 1 & 2 ("Inclusive Teaching as a Mind-set" and "The Value of Structure"). You do not have to have read these chapters in order to participate in the conversation--all are welcome to join us.  

The TLC has a limited number of copies of this book to distribute. To request your copy, email tlc@geneseo.edu. 

Tues. 10/25, 9:30am. Participation in a Global Society: Sustainability (via Teams)

This TLC Discussion series is devoted to the GLOBE curriculum and its Participation in a Global Society components. We invite conversations about our experiences teaching and advising within the brand new gen-ed curriculum. 

Join us as we examine the Sustainability attribute in greater detail. 

  • What does this attribute mean for the design and delivery of a particular course? 
  • What should we be aware of when we advise students on courses to fulfill this component? 
  • What are options for meeting this component across our disciplines? 
  • How does this attribute fit within the greater scope of the new curriculum?  
  • How do we balance the needs of students in both the old and new curriculum as our courses evolve? 
  • What are our critical reflections of working with this attribute so far? 

All members of the Geneseo faculty and staff community are welcome to join us in these discussions, inclusive of all levels of familiarity with the GLOBE curriculum. 

Panelists include

  • Susan Muench, Biology
  • Lytton Smith, English
  • Rosalind Isquith, Theatre
  • Meg Reitz, Residence Life
Fri. 11/4, 12:30pm. Inclusive Teaching Reading Group, Session #2. CU 355, Fireside Lounge or via Teams (CANCELED)

This session was canceled due to illness.

Wed. 11/9, 11:30am. Participation in a Global Society: Contemporary Global Challenges (via Teams)

This TLC Discussion series is devoted to the GLOBE curriculum and its Participation in a Global Society components. We invite conversations about our experiences teaching and advising within the brand new gen-ed curriculum. 

Join us as we examine the Contemporary Global Challenges attribute in greater detail. 

  • What does this attribute mean for the design and delivery of a particular course? 
  • What should we be aware of when we advise students on courses to fulfill this component? 
  • What are options for meeting this component across our disciplines? 
  • How does this attribute fit within the greater scope of the new curriculum?  
  • How do we balance the needs of students in both the old and new curriculum as our courses evolve? 
  • What are our critical reflections of working with this attribute so far? 

Panelists include

  • Pallavi Panda, School of Business
  • Stephen Padalino, Physics
  • Ola Nwabara, English

All members of the Geneseo faculty and staff community are welcome to join us in these discussions, inclusive of all levels of familiarity with the GLOBE curriculum. 

Fri. 11/18, 12:30pm. Inclusive Teaching Reading Group, Session #3. CU 355, Fireside Lounge or via Teams

Part of the TLC Reads series.

Who: Jeanne Galbraith (Education) and Alexis Clifton (Teaching and Learning Center). 

Join us for this final conversation about the book Inclusive Teaching: Strategies for Promoting Equity in the College Classroom by Kelly A. Hogan and Viji Sathy. This session will focus on Chapter 7 ("Reflecting and Documenting Your Inclusive Practices"), as well as general discussion about how the book's various strategies might be implemented. You do not have to have read this chapter in order to participate in the conversation--all are welcome to join us. 

The TLC has a limited number of copies of this book to distribute. To request your copy, email tlc@geneseo.edu. 

Tues. 11/29, 2:30pm. Giving Help, Getting Help. Welles 111, Harding Lounge

Part of the TLC Reinvigorate, Reconnect series.  

Who: Laura Swanson, Staff Counselor, SUNY Geneseo

It can be hard to ask for help, and equally challenging to not know how to help someone else in need. This informal dialogue will explore how academic culture influences faculty, staff, and student understanding of what it means to need help. Topics may include the various factors that contribute to (or hinder) one’s ability to ask for assistance, the benefits and risks of asking for help, and the relationship between help-seeking and help-giving.

Thurs. 12/1, 12pm. The Navigate Student App (not your regular Navigate). Doty Tower Room (#300)

Curious about the Student Experience with Navigate? Join Meg Reitz, PhD, campus lead on the Navigate Student App and her student interns, Jonell Maldonado, Sociology Major, '23 and Bryan Rodriguez, Communication Major, '23 to learn what the Navigate Student App is, how students currently use it for support, why and how you can promote the app through your department on campus (faculty and staff), and what the future holds.

Wed. 12/7, 3:30pm. A Practical Faculty Guide to the SCEs (via Teams)

Who: Dr. Karleen West, Interim Vice Provost for Academic Affairs, and Dr. Matt Pastizzo, Interim Director of Institutional Research

The new Student Course Experience surveys (SCEs) are live for the first time in Fall 2022 courses. This streamlined survey replaces the SOFIs used in previous years. 

Join us for a conversation about the process of developing and adopting the SCEs, and what their implementation means for your own courses and career here. We'll share strategies successfully used by faculty members for getting broad participation from students.

Related Pages
Fall 2021 - Spring 2022