Past Events

Explore Perusall is an online module in Canvas which takes 2-3 hours to complete.  It is on demand and can be done on your own time. There is some hands on opportunities to use Perusall as a Student.

Go to: Explore Perusall Module (IC Canvas login required)

Perusall is an online social reading and annotation tool for both in-person and online learning environments. Instructors and students can highlight excerpts from the text for commenting and engage in threaded discussions where they can tag and upvote each other’s observations.  Perusall is a free and integrated with Canvas. 

This module is available anytime but a cohort of faculty participated January 10-14, 2022. 

Facilitated by Gordon Rowland
Panelists include John Barr, Marilyn Dispensa, Amie Germain, Aaron Weinberg, Gary Wells, and Deborah Wuest

Summary:  Canvas Analytics offers a suite of powerful tools that can be used to enhance teaching and learning. This session contains information about how these tools, and learning analytics in general, might be effectively employed.

Using Analytics to Enhance Teaching and Learning video recording (Ithaca College login required)

Link to Video Recording (IC Login required)

Since 2014, the Strategic Communication Department has supported all new faculty with a mentoring program separate from evaluation/performance review. Gordon Rowland and Lisa Farman, from the department and the Center for Faculty Excellence (CFE), will describe the program and its very positive outcomes and engage participants in a conversation about mentoring practices across campus and how they might be enhanced. As a starting point for the conversation, Matthew Clauhs, from the School of Music, and also the CFE, will compare the program with Colleague Evaluation Committees in the School of Music.

Facilitators:
Lisa Farman, Associate Professor of Strategic Communication and Dana Teaching Fellow, Center for Faculty Excellence
Gordon Rowland, Director of the Center for Faculty Excellence

Post Event Resources

The 3 handouts distributed at this event are at the bottom of the Mutual Mentoring page.

See the  Zoom Recording of the session. (launches new page)

Back Room Deals: The Side of the Library Less Often Seen and How It May Impact You

Tuesday, February 8,  12:10 - 1:00pm

Karin Wikoff (Interim College Librarian) and Terri Ann Coronel (Electronic Resources Librarian) will discuss topics from the Technical Services side of the Library including budgeting, purchasing models, licensing, access & discovery, and usage statistics.  We’ll leave plenty of time for questions from those curious about the less public aspects of library work that support teaching, learning, and research at Ithaca College.

Zoom Recording: IC Login required

This session examined the importance of human connections and identifying strategies to build relationships in the classroom. We explored meaningful group work activities that help students learn to care for others through collaboration, creativity, communication, and critical thinking. We also learned how to leverage technologies that make large classes feel small and online activities feel personal.

Facilitated by Matt Clauhs, Assistant Professor of Music Education and Senior Teaching Fellow in the Center for Faculty Excellence

Session recording: IC login required.

Cultivating Cultures of Belonging: Strategies for Fostering Inclusive Virtual and In-Person Classrooms

Dr. Raja Gopal Bhattar was the invited guest speaker for the  Peggy Ryan Williams Difficult Dialogues Symposium 

Session Recording (IC login Required) 
PowerPoint presentation

What impact do you want your course to have on students’ lives? How do you design a course so it has long-term educational value for students?  In this session, Hilary Greenberger, Professor of Physical Therapy, will share with you two impactful course design strategies she learned based on the work of L. Dee Fink. You will have the opportunity to think about your big dream for student learning and explore the concept of backwards learning design that can result in significant learning.

Facilitated by Hilary Greenberger, Professor of Physical Therapy

Session recording (IC login)
Powerpoint

Instructors know that grading student work and providing feedback is important but that it can be both time consuming and demanding. In this session you will explore creative strategies for streamlining your grading and feedback process that include leveraging Canvas and other technologies. The session will have a companion Canvas module with additional resources. Please bring your favorite tip or challenge to share.

Facilitated by Marilyn Dispensa, Senior Instructional Designer, Center for Faculty Excellence
Location: Zoom

Facilitated by Melodie Kolmetz, Director of Didactic Education and Assistant Professor along with Susan Salahshor, Program Director and Assistant Professor

Evidence shows that a substantial number of college students report exposure to one of more traumatic events and many even meet the criteria for post-traumatic stress disorder. The global pandemic and current events have raised societal consciousness to focus on the marginalized and vulnerable populations in the United States. Subsequently, the definition of trauma has been expanded to include interpersonal violence and perceived threat or harm.
 
Trauma-informed care offers a framework to address and mitigate the consequences of trauma as well as to promote health and safety.

The Substance Abuse and Mental Health Services Administration (SAMHSA) provides guidance on trauma-informed health care which can be adopted for use in educational settings. SAMHSA describes 6 domains of trauma-informed care: 1) safety; 2) trust and transparency; 3) peer support; 4) collaboration and mutuality; 5) empowerment, voice, and choice; and 6) cultural, historic, and gender issues.

Awareness of trauma and the principles of trauma-informed care is now becoming more widespread in education, with educators and programs developing approaches to help break the cycle of trauma for students. By recognizing that students’ actions are often a direct result of their lived experiences and building an educational program that utilizes the SAMHSA domains, we can better support our learners and ourselves. Utilizing a trauma-informed approach has been shown to promote health and wellness, engage learners, provide educators with resources to assist learners, and provide safe spaces for learners to succeed. Intertwining trauma-informed education also fosters student’s development of trauma-informed competency.

Learning Objectives:
Recognize trauma and how it affects learners.
Examine the social and emotional needs of learners.
Value an integrative approach to trauma-informed education to support mental health and emotional wellness.
Implement specific trauma-informed educational practices designed to meet the social and emotional needs of learners.
Select responsive educator behaviors.

This program aims to raise awareness of trauma in medical learners, help educators understand how trauma affects learning and development, and provide practical tools on how to develop trauma-informed educational practices at your PA program. You will learn practical methods that you can immediately adopt to increase your own wellness.

Interim Provost Melanie Stein invites us to celebrate the intellectual and creative accomplishments of our colleagues. Presenters, nominated and selected by their peers, will share innovations in teaching and scholarly/creative inquiry during the pandemic. Light refreshments will be served.
Presenters:
Raza Rumi Ahmad
Title: The Park Center for Independent Media: Innovations Amid the Pandemic

Description: In response to the covid shutdown, Raza Rumi Ahmad completely shifted the Park Center for Independent Media, which he directs, to online Zoom events, bringing in more voices from the world of independent media and significantly expanding the audience to a more global range for Ithaca College.

Abby Juda and Ben Hogben
Title: The building is closed, but the library is open

Description: While Ithaca College was remote, library staff collaborated internally and with campus partners to provide services. We responded to the needs of faculty, staff, and students by providing research help and library materials virtually. We'll explore the strategies we used to deliver services, how we implemented them, and how we evaluated them.

Patricia Zimmermann
Title: FLEFF GOES VIRTUAL

Description: The Finger Lakes Environmental Film Festival made a huge pivot to be 100% online, utilizing Zoom for roundtables and presentations, and the Eventive platform through Cinemapolis for films.  It cut the number of events and films in half, tripled the time frame of the festival from one to three weeks,  quadrupled the length of roundtables, panels, and makers talkbacks, and expanded audience engagement using only the Zoom Meeting format---and tripled the attendance with participants coming from over 40 countries. These innovations amplified and intensified FLEFF and IC's national and international visibility, increasing international partnerships from Europe, Asia, Africa, the Middle East, and Latin America.

Facilitator: Stephen Sweet, Dana Professor, Sociology
Organized and supported by the Center for Faculty Excellence

Wise feedback is a strategy that an instructor can use to give feedback that builds students’ academic mindset, trust, and positive identity. Feedback, in the context of grading, often identifies what specific aspects of the student’s performance need to improve but may fall short on building confidence and motivation. Wise feedback has three components: 1) specific and actionable explanation of why you are giving the feedback; 2) expression of high standards or expectations; and 3) expression of confidence in the student’s ability to succeed. Studies have shown that this strategy improves performance, for example, can increase a student’s likelihood of submitting a revision of an essay and improve the quality of their final drafts. In this session, participants will learn about and have the opportunity to practice giving wise feedback.

Facilitated by: Marilyn Dispensa, Senior Instructional Designer, Center for Faculty Excellence

This session, designed for early career and other interested faculty, will showcase various approaches to making lectures more effective and engaging. 

Special guest presenters:

• Elizabeth Bleicher, Interim Director of Student Success and Retention for Marketing and Enrollment Strategy
• Kathleen Mulligan, Professor of Theatre Arts
• Andrew Utterson, Associate Professor of Media Arts, Sciences and Studies, as well as Coordinator of the Ithaca Seminars

Organized and facilitated by Faculty Development Committee Members:

• Ramin Bagherzadeh, Assistant Professor of Marketing
• David Earll, Assistant Professor of Music Performance
• Anna Larsen, Professor of Chemistry

Session Recording (IC login required)

Workshop focused on the development of engaging seminars for pedagogy and research.  We’ve all struggled with the format and structure of compelling and meaningful discussions. This workshop was designed to help instructors improve the quality and consistency of their seminars in a collaborative setting.

Organized and facilitated by Faculty Development Committee Members:
Brad Lewter, Assistant Professor of Media Arts, Sciences and Studies
Te-Wen Lo, Associate Professor of Biology
Marc Webster, Associate Professor of Music Performance

What is the benefit of UDL and how might I incorporate it into my classroom? Participants will leave the session with strategies to try and a working knowledge to consider for future use. Universal Design for Learning (UDL) is a framework used to improve and optimize teaching and learning based on scientific insights into how humans learn.

Facilitated by Amie Germain, Assistant Professor and Chair of Graduate Studies for Occupational Therapy Department plus Senior Teaching Fellow in the Center for Faculty Excellence

This interactive workshop provided an overview of the grants process at Ithaca College. It was designed to help faculty transform research or project ideas into fundable grants.

Topics included:
Overview of Federal/State and private funding sources and opportunities
Pre- and Post-award grant procedures at IC, including proposal and budget development, routing requirements, fiscal management/compliance, and indirect cost sharing
Internal grant opportunities and requirements: REACHE and ACE
Preparing a concept paper or letter of inquiry
Information on searching for grant opportunities using database tools such as: Foundation Center, SPIN, Grant Advisor, etc.
Personal reflections from Cyndy Scheibe, guest speaker, on her experience at securing externally funded grants
Brief overview of the Institutional Review Board (IRB) process by Patrick McKeon, Chair of IRB
Information on the other Federal compliance committees:  Institutional Animal Care and Use Committee (IACUC) and Biosafety

Special guest presenters:
Cyndy Scheibe, Professor of Psychology, and Executive Director of Project Look Sharp
Patrick McKeon, Associate Professor of Exercise Science and Athletic Training, and Chair of the Institutional Review Board (IRB)

Facilitators:
Warren Calderone, Director, Corporate and Foundation Relations and Sponsored Research
Brian Erickson, Associate Controller
Martha Van de Wall, Administrative and Financial Operations Coordinator

Our "vocal impression" has a lasting effect on our interactions with others. Creating a positive vocal image makes sense professionally and learning to use our voices effectively and in a healthy manner can build self-confidence and reduce fatigue. In this 50-minute workshop, we'll explore the basics of healthy vocal production, including breath support, tonal focus and optimal pitch. Participants will be encouraged to explore the power of their natural voices.

Facilitation by Kathleen Mulligan, Professor of Theatre Arts

Are you striving to build a more racially and culturally inclusive classroom? Are you eager to do things differently, but are unsure of where to start? Join CFE Fellows and your newer faculty colleagues for this 45-minute introduction to antiracist pedagogies. This session will help initiate some first steps in adopting a critical, self-reflective framework for teaching. Participants will be invited to consider their social identities, the history and context of their field and its instructional approaches, and collaborate with colleagues to find ways to make intentionally antiracist decisions in their classrooms. Developing antiracist instructional practices is about more than broadening racial, cultural, and ethnic representation in our course content. Antiracist pedagogy is also “about how one teaches, even in courses where race is not the subject matter” (Dr. Kyoko Kishimoto, “Antiracist Pedagogy,” 2018).

Facilitation by
Ellie Fulmer, Associate Professor of Education and Dana Teaching Fellow, Center for Faculty Excellence
Matt Clauhs, Assistant Professor of Music Education and Senior Fellow, Center for Faculty Excellence
Sarah Fishel, Associate Professor of Physical Therapy and Dana Teaching Fellow, Center for Faculty Excellence
Joe Ungco, Assistant Professor of Occupational Therapy and Dana Teaching Fellow, Center for Faculty Excellence