Recorded Sessions

The Implications of AI for Higher Ed - What you Should Know about AI and Student Work

The Implications of AI for Higher Ed Recording

This session is part 1 in our 2-part series on AI.

The recent release of Chat GPT, a large language modeling system, has elevated concerns about the impact of Artificial Intelligence (AI) on higher education. At the same time, it has also introduced unique opportunities for teaching and learning. Join us for a panel conversation about current issues on AI, how these systems work, and what is on the horizon. We will also explore the current conversations around policy, ethics, and privacy, and how we can prepare for a future with AI.

Panelists:

• Heather Wages, Director of Policy & Administration, Academic Affairs
• Jennifer Cook, Assistant Professor, School of Law
• Tom Stokke, Assistant Professor, School of Electrical Engineering & Computer Science
• Jonathan Green, Instructor, Languages

Moderator: Madhavi Marasinghe CIO, University IT

UND Today Article about the AI Panel

Embracing the Future—Student Learning and AI

Embracing the Future Recording

AI Resources

This session is part 2 in our 2-part series on AI.

As ChatGPT and other AI systems capture public attention, educators are grappling with what this means for supporting and assessing student learning. How do we maintain equitable, transparent, and engaging classroom experiences in a rapidly changing AI landscape? This panel will explore these issues as well as what it could mean to engage with AI while developing critical thinking, research, and writing skills for the future.

Panelists:

• Nikola Datzov, Assistant Professor, School of Law
• Tammy Pettinato Oltz, Assistant Dean for Law Library and Information Services and Assistant Professor, School of Law
• Bill Caraher, Associate Professor, History & American Indian Studies
• Jessica Zerr, Administrative Director of Composition and Teaching Professor, Department of English

Moderator: Anne Kelsch, Director of Faculty Development and Professor, History

From Word Games to Computer-Assisted Writing Tools Exploring Student Use and Grade Outcomes

Word Games to Computer-Assisted Recording

In this session we explore the rise of computer-assisted writing tools in the classroom and their impact on student performance. We begin by drawing a connection between word games and these tools, highlighting the similarities between how humans use word and letter patterns to predict the next word in a conversation, and how machines are trained to do the same. We then present data gathered from 2021-2023 showing increases in self-reported student use of computer-assisted writing tools on tests, and what the grade outcomes are. Finally, we explore the philosophical implications of these tools, including how they lack motivation for truth or lies, their rapid proliferation, and how professors might adapt to student use of these tools in the classroom.

Presenter:

• Sean T. Hammond, Minor in Sustainability Studies Coordinator, Earth System Science & Policy

The Art of Teaching: My Educational Journey

The Art of Teaching Recording

Listen to Frank White as he discusses his leadership philosophy and evolution as an instructor, mentor, and community advocate. - Sponsored by Staff Senate.

Alternative Assessment Strategies

Alternative Assessment Strategies Session Recording

Traditional, high stakes testing can deter student learning, and online classes provide additional challenges to testing integrity and learning outcomes. Alternative assessments provide opportunities for students to develop active learning and deep learning strategies that can lead to content mastery instead of rote memorization.

Presented by: Jenny Reichart

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HyFlex Course Design Discussion

Brian Beatty Session Recording

In a Hybrid Flexible (HyFlex) Class, students can choose to attend class either in an assigned face-to-face environment or in an online environment, synchronously or asynchronously.

Dr. Brian Beatty, Associate Professor of Instructional Technologies, Department of Equity, Leadership Studies and Instructional Technologies at San Francisco State University led a discussion on HyFlex and Hybrid Course Design (combining online and classroom college students in the same class) with UND faculty over Zoom. The discussion highlighted the HyFlex design as a way to meet the needs of students (and institutions) as we move through the current crisis and build a more resilient education system for the future.

Dr. Beatty's primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments. Dr. Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a student-directed hybrid approach to better support student learning.

Dr. Beatty's Session Materials

• Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes
• Active Learning in Hybrid and Physically Distanced Classrooms (Vanderbelt University)
• FlexSpace: A free, open repository and exchange on Hyflex ideas and resources
• CSU: QLT Course Review Instrument
• CSU: QuARRy (Quality Assurance Resource Repository)
• HyFlex Course Design PowerPoint
• Quality Learning and Teaching (QLT) Instrument
• Managing Large Classes
• Course Print - ITEC 082501 Digital Product Usibility Testing

Additional HyFlex Resources

• TTaDA Hybrid HyFlex Handout
• 7 Things You Should Know about HyFlex (Educause)
• The HyFlex Option for Instruction if Campuses Open This Fall (Inside Higher Ed)

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Practical Tips for Teaching Online

Practical Tips for Teaching Online Session Recording

Whether you asked to move your on-campus course to an online format due to pedagogical issues, health concerns or another reason, the Teaching Transformation and Development Academy (TTaDA) is here to help. In this 90 minute workshop, we will provide some simple design principles and tips to help you and your students navigate through Blackboard. You will learn how to cultivate faculty presence, use best practices for online teaching, record short videos using YuJa-video recording with captioning, use Zoom to the fullest extent (linking Zoom to Blackboard, breakout rooms, whiteboard) and navigate the TTaDA website for additional resources.

Presented by: Khalifa Alshaya & Kizito Mukuni

Session Materials

Practical Tips for Teaching Online PowerPoint Presentation

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Implementing High-Impact Practices Across Modalities

Dr. Katie Linder Session Recording

The concept of High-Impact Educational Practices (HIPs) has been around for years, but the conversation about transitioning HIPs to online and blended/hybrid environments is just getting started. In this interactive workshop, Dr. Katie Linder, a co-editor of High-Impact Practices in Online Education, led participants through the creation of an HIP implementation action plan that is applicable in face-to-face, blended/hybrid, and online classrooms. Participants learned more about the state of the research for HIPs, had the opportunity to discuss tips and strategies for incorporating various HIPs across modalities, and left with an actionable plan for implementing one or more HIPs into a modality of their choice. For those who were unable to attend the session the recording and materials are provided.

Session Materials

• Example Learning Objectives for HIPs
• HIP Challenges and Opportunities
• Implementing HIPs Across Modalities
• Guiding Questions for Designing an Effective Learning Activity
• Definitions for Common HIPs

Mental Health 101 for Non-Clinical Higher Education Professionals

Mental Health Recording Part One

Mental Health Recording Part Two

We know that our students are experiencing higher levels of stress than they have ever before. In an effort to be sure we are supporting them as best we can, we wanted to provide a workshop on mental health that will help us understand when students may need a referral for clinical services (e.g., Counseling Center, Psychological Services Center, Student Health). Non-clinical professionals will gain a strong foundational knowledge of mental health concerns in this 2-part workshop. We will review common mental health diagnoses and warning signs and high-risk behaviors such as substance abuse, non-suicidal self-injury, and suicide.

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Managing Stress: Activating the Parasympathetic Nervous System

Managing Stress Session Recording

Getting out of “Fight/Flight/Freeze” mode and entering into “Rest and Digest” mode is key to reducing stress and increasing our productive energy. In this recording you will practice three simple and effective techniques to activate your parasympathetic nervous system.

Presented by: Jodi Ramberg with the UND Counseling Center

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Impact of COVID-19 on the Black Community: A Vaccine Forum

Vaccine Forum Recoding

Follow along as speakers address concerns regarding the COVID-19 Vaccine.

Speakers include Dr. Christy Hewling, senior physician director of quality and patient safety, Kaiser Permanente Medical Center,Kennesaw, Ga. ; Dr. Kirk Hewling, board certified physician, Cherokee County Community, Atlanta, Ga.; Dr. Kristopher Chrishon, executive director of academic assessment, Texas Southern University, Thurgood Marshall School of Law; and Jessica Doty, R.N., director of UND Student Health Services.

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Wellness and Self-Care During Times of Isolated Uncertainty

Angie Muhs Session Recording

During a time of unexpected isolation and uncertainty, self-care and mental wellness can often be put on the backburner or we are left wondering how we can make this a priority. On May 8, 2020, Angie Muhs, Assistant Professor of Social Work and mental health expert, led over 60 UND staff through wellness and self-care strategies that everyone could implement immediately. Throughout the hour, she presented a PowerPoint, provided us with handouts and also broke us into small groups for additional conversation. Please find the associated recording and resources available to you if you were unable to join the session or would like to revisit it.

Session Materials

• Self-Care Powerpoint
• Self-Care Assessment
• Self-Care Tips
• Relaxation Tips

Queer History of UND

Queer History of und

Critical Conversations Series: Session 1

The University of North Dakota has a complex history in supporting LGBTQ+ students, faculty, and staff. In this session, you will learn from Dr. Jeff Maliskey, Director of the Pride Center, about the history of Queer resistance and student activism at UND from the 1980s to present day. The history provides a foundation for understanding current LGBTQ+ experiences in higher education and implications for future practice.

Presenting:

Jeff Maliskey, PhD - Director Pride Center, Diversity and Inclusion

The Exclusionary Campus: Impacts on LGBTQ+ Student Retention (In-Person)

Exclusionary Campus Recording

 

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Microagressions Five Part Series

 

 

Microaggression Series: Session 1 - Understanding Why Microaggressions Exist

In part one of this Microaggression Presentation Series, Dr. Cerynn Desjarlais, Director Online Counseling Program and Clinical Assistant Professor, focuses on understanding why microaggressions exist. She will provide a brief overview of what microaggressions are and how they manifest, followed by the history of the concept, and a review of historical oppression contributing to the microaggression phenomenon. Explicit and implicit biases at both the individual and systemic level will be discussed in depth to understand contextual factors surrounding microaggressions. Ultimately, this session aims to give the audience a broad overview of what microaggressions are, why they exist, and how they impact our everyday interactions. A zoom link will be provided with the confirmation email.

Understanding Why Microaggressions Exist Recording

Session Materials

Understanding Why Microagressions Exist PowerPoint Slides

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Microaggression Series: Session 2 - Discussing the Types of Microaggressions

In part two of this Microaggressions Presentation Series, Dr. Cerynn Desjarlais (Ph.D., Counseling Psychology), Director of Online Counseling Programs and Clinical Assistant Professor, focuses on understanding the different types of microaggressions that exist. She will provide an overview of microaggression subtypes including microassaults, microinsults, and microinvalidations. She will discuss how to identify various types of microaggressions and differentiate between them. She will also discuss groups that are the most likely to be targeted by microaggressions, including microaggressions that are targeted at intersectional minority identity statuses. Ultimately, this session aims to give the audience a more nuanced understanding of microaggressions, and information to discern the various types of microaggressions and how they affect various minority groups.

DISCUSSING TYPES OF MICROAGGRESSIONS

Session Materials

Discussing Types of Microaggressions Powerpoint Slides

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Microaggression Series: Session 3 - Explaining how Individuals are Impacted by Microaggressions

In part three of this Microaggressions Presentation Series, Dr. Cerynn Desjarlais (Ph.D., Counseling Psychology), Director of Online Counseling Programs and Clinical Assistant Professor, focuses on understanding how individuals are impacted by microaggressions. She will provide an overview of the physical health, mental health, relational, and academic performance/work implications of microaggressions. She will discuss how microaggressions accumulate and contribute negatively to the health and wellbeing of those with minority group identity statuses. The concept of microaffirmations will be introduced as a potential means to affirm minority identity statuses which may help to counter the harm that is incurred by microaggressions. Ultimately, this session aims to help the audience attune to how individuals experience microaggressions mentally, emotionally, and physically, and understand how these subtle instances of discrimination can have a significant impact on wellbeing and performance domains.

Explaining how Individuals are Impacted by Microaggressions

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Microaggression Series: Session 4 - Microinterventions: How to Intervene when they Occur

In part four of this Microaggressions Presentation Series, Dr. Cerynn Desjarlais (Ph.D., Counseling Psychology), Director of Online Counseling Programs and Clinical Assistant Professor, focuses on how to intervene and respond when microaggressions occur. She will provide an introduction to the concept microinterventions which are recommended in the literature to respond when microaggressions occur. Microintervention strategies at the individual level, group level, and systems level will be discussed. Ultimately, this session aims to give the audience information to help formulate ways to respond to microaggressions when they occur which support self-advocacy, allyship, and helping to educate others about the impact of microaggressions in the hopes of preventing future microaggressions from reoccurring.

Explaining how Individuals are Impacted by Microaggressions

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Microaggression Series: Session 5 - How Microaggressions are integrated into Textbooks Curriculum, Assignments, and Grading

In part five of this Microaggressions Presentation Series, Dr. Cerynn Desjarlais (Ph.D., Counseling Psychology), Director of Online Counseling Programs and Clinical Assistant Professor, focuses on understanding how microaggressions manifest in the classroom. She will provide an overview of how microaggressions surface within curriculum, assignment instructions, syllabi, textbooks and reading materials, classroom interactions amongst students and instructors, classroom policies, grading criteria, and higher education in general. She will discuss how to identify these microaggressions and how to make related changes to prevent these occurrences. Ultimately, this session aims to give the audience an understanding of how they can assess and alter their classroom structure, curriculum, class policies, and practices to prevent and mitigate microaggressions.

How Microaggressions are Integrated into Textbooks, Curriculum, Assignments, and Grading

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Fall 2021 Book Read

Diversity's Promise Kick Off

Diversity's Promise Wrap Up

In alignment with One UND Strategic Plan and the Fall Innovative Learning Symposium, Academic Affairs and TTaDA invite faculty, staff and graduate students to participate in the 2021 Fall Book Read featuring Diversity’s Promise for Higher Education: Making It Work by Daryl G. Smith. In this book, Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past.

To become more relevant to society, the nation, and the world, while remaining true to their core missions, colleges and universities must continue to see diversity—like technology—as central, not parallel, to their work. Indeed, looking at the relatively slow progress for change in many areas, Smith suggests that seeing diversity as an imperative for an institution's individual mission, and not just as a value, is the necessary lever for real institutional change. Furthermore, achieving excellence in a diverse society requires increasing institutional capacity for diversity—working to understand how diversity is tied to better leadership, positive change, and research in virtually every field, student success, accountability, and more equitable hiring practices.

This book emphasizes a transdisciplinary approach to the topic of diversity, drawing on an updated list of sources from a wealth of literatures and fields. The tables and figures have been refreshed to include data on faculty diversity over a twenty-year period, and the book includes new information about gender identity, embedded bias, student success, the growing role of chief diversity officers, the international emergence of diversity issues, faculty hiring, and important metrics for monitoring progress.

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Spring 2021 Book Read

The Teaching Transformation and Development Academy’s Spring 2021 book read was How We Fight for Our Lives by Saeed Jones.

This coming-of-age memoir depicts the experiences of a young, black, gay man cultivating his identity in the American South. In our continued Diversity, Equity, and Inclusion efforts on campus, we will highlight this intersectional memoir as part of our broadening inquiries into DEI work by uplifting black voices during spring semester’s Black History Month.

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Fall 2020 Book Read

Book Read Kick Off

Book Read Wrap-Up

This Fall, the Teaching Transformation and Development Academy (TTaDA) led a campus-wide faculty, staff, administrator and GTA book study on How to be an Antiracist by Dr. Ibram X. Kendi. Praised by the New York Times as “The most courageous book to date on the problem of race in the Western mind,” Kendi’s groundbreaking work provides an essential counterpoint in the national conversation about race and resonates in this collective moment of reckoning. The term Kendi introduces—being an anti-racist—sets forth the idea that people can either be racist or anti-racist, and that there is no in-between. Racists, he argues, are people who support racist policies through their actions, inactions or ideas; anti-racists actively confront racial inequalities. Being neutral isn’t enough. Dr. Kendi urges us to actively combat racist systems and policies, and provides tools to do so. We hope you will join us for this important conversation.

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UND Spring 2020 Innovative Learning Symposium: Universal Design for Learning in Higher Education

UDL Keynote

Expanding Learner Choices

On March 5, 2020, The Teaching Transformation and Development Academy and Academic Affairs held the UND Spring Innovative Learning Symposium: Universal Design for Learning in Higher Education, featuring Dr. Thomas Tobin, Universal Design for Learning Expert. Dr. Tobin is the Program Area Director for Distance Teaching & Learning on the Learning Design, Development, & Innovation (LDDI) team at the University of Wisconsin-Madison, as well as an internationally recognized speaker and author on topics related to quality in technology-enhanced education, especially copyright, evaluation of teaching practice, academic integrity, and accessibility/universal design for learning.

This symposium was made available to all faculty members, staff, administration and graduate students looking to strengthen the engagement, interaction, and performance of all students. Access these recordings and materials to learn more about Universal Design for Learning beginning with a keynote and workshop that will help make educational materials and practices inclusive for all learners and broaden our focus away from learners with disabilities and toward a larger ease-of-use/general-inclusion framework.

Session Materials

• Reach Everyone Teach Everyone Handout
• UDL Across Campus Handout
• Expanding Learner Choices Article
• Expanding Learner Choices Handout

Spring 2022 Leadership Book Read Event (Elevate)

KICKOFF

Wrap-up

The Kickoff Event features keynote speakers University President Andrew Armacost and Chief of Staff Rob Carolin as they share their thoughts on the book Elevate by Robert Glazer and their leadership philosophies as it pertains to the University.

The Wrap-up Event features kenote speakers AVP of Human Resources and Payroll services Peggy Varberg, and Professor and Chair of Physician Assistant Studies Jeanie McHugo as they share their thoughts on the book Elevate by Robert Glazer and their leadership philosophies as it pertains to the University.