January 9, 2018
Volume 2, Number 1
Welcome to Our
Teaching Tuesday Newsletter
Welcome back!

We, the Ambassadors for Excellence in Teaching, are pleased to begin the second year of our Teaching Tuesday newsletter. We have re-vamped the format to an easily digested, more bite-sized publication that is more friendly for mobile devices and busy schedules. Teaching Tuesday will retain a more pedagogical focus, while our sister newsletter, Workshop Wednesday, will have more of professional development focus.

If you have any items that you wish to contribute to this newsletter (i.e., teaching tips, your experience with new pedagogy or tech tools, your pedagogical interest/research, or so on), please feel free to contact us at teachingtuesday@moreheadstate.edu. We'd love to hear from you!
Let's continue the conversation!
Jeannie Justice, Editor
Ambassador for Excellence in Teaching
Featured Faculty Article
It Takes a Campus Community: Supporting Students with Visual Impairments
During the first week of classes, an employee noticed a disoriented sight-impaired student around the ADUC construction. This employee’s involvement resulted in the student being swiftly transported by yet another individual to the Office of Disability Services where he received further assistance.

This is a positive story of the University community pulling together to help a lost freshman on his first day of school. It is also a reminder that actively supporting the accessibility of our campus rightfully belongs to each of us.

The majority of visually impaired students are proactive toward contact with our Disability Services office, as well as receiving an Orientation & Mobility training on campus by a specialist. However, in this unprepared student’s case a gap occurred from the time he arrived until that employee delivered him to Disability Services. The gap could have resulted in a very negative outcome for the student and the University.

Faculty, staff and students can help fill this gap. Three potential solutions appear below. 

Filing the Gap #1: Offer Assistance
 
Take the following steps if you notice someone stopped in the middle of the sidewalk or looking otherwise disoriented, especially anyone with a white cane or who appears to be sensory impaired:

1.    Ask if they need assistance.
2.    If they say yes, offer to guide them to their destination.
  • The person will usually extend their free hand.
  • Touch the back of your hand to the back of their hand.
  • The person needing assistance will then slide their hand up and take the guide’s arm at the elbow.
  • The guide should walk one step ahead of the person they are assisting.

Most sight-impaired individuals receive training on how to use a sighted guide. They typically know how to read movements and changes in the guide’s direction. It may be helpful, however, to give prompts such as “there are five steps going up in approximately five feet.”
 
Filling the Gap #2: Report Hazards & Barriers

For a person who is blind, every new environment will be unavoidably challenging to some degree. Currently, our campus is extraordinarily difficult to navigate without sight due to construction noise and changing pedestrian traffic patterns. 

Faculty, staff, and student can help fill the gap by noting hazards and barriers and immediately reporting them to:

This mindset would reduce potential risks while fostering a more welcoming campus environment. The accessibility of the University’s programs, activities, services, and the campus itself for all students and visitors would become everyone’s goal.

Filling the Gap #3: Attend an ADA Task Force Meeting

The Office for Disability Services  convenes the ADA (Americans with Disabilities Act) Task Force on campus. There are two meetings per semester and they are open to the public.

Consider attending. You could listen, learn, and join the conversation.

For more information contact:

Evangeline Day , Disability Services Coordinator
Room 109-J, Enrollment Services Center
(606) 783-5188
Consortium Article
Send an Introduction to Your Students
Months before meeting our students, faculty are planning for them – so why not send students a message before the semester starts and let them know? You could even make a quick video or prompt your students to read the syllabus before the first class so you can do something more substantive when you meet them face-to-face.

Why make a video?
Your students will be interested in hearing your voice and seeing you before they meet you in person. Even though creating an introduction video requires more time than writing an email, it is well worth the investment.

What information to include?
The following information could be included in your course introductory video or email message:
  • A welcome to the institution (if they are new students) and to your course
  • An introduction of yourself and your enthusiasm for the topic you are teaching
  • The course goals and the importance of this course, including how or why this course is relevant to them
  • How/why the course design will help your students achieve the course goals
  • Expectations for student participation, perhaps starting with downloading the syllabus and/or posting an introduction about themselves in a forum
  • When and where you will meet the first time

Tip: If you are new to making videos, create a transcript or an outline of your talking points. Take a look at this sample video (mine) for ideas. You will notice that it’s not perfect, but it does the job. (Next time I make a video, it will be better – and the time after that, even better. You cannot get stuck on making a perfect video – or you will not make any videos.) Notice that students are prompted to:
  • download the syllabus and make notes of their questions to bring to our first class
  • take a quick quiz about the syllabus (Just 2 questions: “Could you download the syllabus and read it?” and “What questions do you have?”)
  • introduce themselves in a discussion forum

By checking on their responses to these prompts, I’ll know that my students can:
  • get into our LMS
  • download a document
  • take a quiz
  • post on a message board

If we suddenly need to cancel classes, I’ll know for sure that my students can connect with me and each other through the LMS and can be prompted to continue their coursework from a distance.

Resources
“Best Practices: Creating Video Course Trailers” Duke University, https://trinity.duke.edu/communications/best-practices-creating-video-course-trailers
“Tips for Creating Instructional Videos” Purdue University Instructional Development Center Blog,

Submitted by:
Cynthia Crimmins, Director
Center for Teaching & Learning
Teagle Assessment Scholar
York College of Pennsylvania
XX | Month Day 20XX
Blackboard Buzz
Overview of Blackboard
Are you teaching online this semester? Are you new to Blackboard—MSU’s learning management system (LMS)? 
 
Blackboard is an easy-to-use online learning management system that is available 24/7. Faculty can post syllabi, readings and assignments in one easy-to-find location for their students. Blackboard also enhances faculty-to-student and student-to-student communication via email, virtual chats and discussion boards.
 
For general information about Blackboard, including course components, go to this introductory YouTube video. For on-campus support, email msuonline@moreheadstate.edu.
In-The-Know
Conference Call - Pedagogicon
Conference Date: May 18, 2018
Proposal Due Date: February 1, 2018

This regional conference is sponsored by the Kentucky Council on Postsecondary Education. It is held annually at the Richmond campus of Eastern Kentucky University. This year's conference theme is Student-Centered Teaching and Learning. Proposals for group and/or individual presentations are due by February 1 st . For more information, please see their website: http://studio.eku.edu/2018-pedagogicon.
See you at Convocation tomorrow (January 10 th )!
We hope you had a very peaceful and relaxing winter break with your loved ones.
Ambassadors for Excellence in Teaching
Morehead State University