With MTI Coordinators in all colleges, as well as the Division of Student Affairs and the Univeristy Libraries there are many people to oversee. MTI Coordinators are expected to send out a teaching tip each week, either written by an MTI Coordinator, a republished journal article, or drawn from TILT's extensive collection of teaching tips.
Typically the issues addressed will include plagiarism and cheating, student engagement strategies, diversity and teaching, exam design, etc. MTI coordinators also host 2-3 luncheons per academic year, each with a Teaching and Learning centered presentation.
This model allows the MTI Coordinator to interact with colleagues in their own college and determine best practices using High Impact Practices within each discipline.
Program Numbers: We average 20-25 MTI Luncheons each year with an average enrollment of 15, to serve over 300 faculty and GTA's.
TILT's Short Courses are designed for a small group who are interested in exploring topic specific learning and teaching issues in more depth and detail than can be offered in a single workshop or presentation.
These courses are typically presented in a series (three to four one- or two-hour sessions) spread throughout the semester. The majority of these courses are led by faculty who have a passion for teaching and learning. Of note: Our short course, Entering Mentoring, has been highly successful with our faculty and graduate students.
TILT provides a series of four short courses focused on the best practices for designing, developing and facilitating online courses. This series is popular with both faculty who teach online and those who want to use online components to engage their Residential Instruction (RI) students more effectively.
Program Numbers: TILT has been averaging 15 Short Courses each year on various topics serving an average of 280 participants.
TILT instructional designers presented 24 workshops and five presentations to engage faculty and graduate students in evidence-based instructional approaches.
The TILT Instructional Design and Delivery Team provided sixteen workshops for faculty and graduate students to participate in professional learning related to evidence based practices on teaching, learning and student success.
These workshops addressed both residential and online instruction and were held on campus and at regional and national conferences.
Program Numbers: There are between 30-50 individual sessions held each year, serving an average of 480 participants.
TILT's online course development team presents at conferences and workshops, as well as participates on committees and task forces. Topics include faculty professional development and engagement, best practices in online education and instructional design, tools and technology and student experiences, such as enriched, active/experiential and peer-to-peer learning per the Student Success Initiative.
The Professional Development Institute (PDI) is held each year in January. PDI offers CSU faculty members, state classified personnel, administrative professionals, and graduate students an opportunity to explore a wide range of topics designed to enhance their professional growth and personal enrichment.
Its purpose is to provide an opportunity to share ideas, explore issues, and gain insights into learning, teaching, and service, as well as other professional and personal activities.
Program Numbers: January 2017 we held 115 sessions with a total enrollment of 3,652: 320 faculty, 294 graduate students, 692 State Classified Personnel, 1831 Administrative Professionals, and 91 others.
The Graduate Teaching Certificate of Completion Program offers an opportunity for our graduate students who aspire to teaching positions to learn about, reflect on, and practice teaching at the post-secondary level. The program is flexible, allowing them to focus on areas of teaching that are of most interest and best meet their professional needs.
This year we have been identifying strengths in our programs to help provide the alignment and justification of needs for the quality programming selected. We have made headway on planning and implementing a Peer2Peer workshop series wherein graduate students can research and share with their peers the most updated information on best practices as related to a variety of teaching-related topics.
This expands our presenter pool and creates opportunities for graduate students beyond simply attending workshops. Additionally, we have prioritized a return to the basics of teaching/pedagogy by focusing on recruiting presenters who can speak to fundamental components such as syllabus design, articulating course objectives, pedagogical theory put into practice, classroom management, and cultural inclusion in the classroom.
Program Numbers: 452 Total Participants, 134 Approved Portfolios, and we have seen an increased completion rate and have reviewed more than 12 completed portfolios this year.
Community Members Impacted Through Diverse Mindfulness Presentations, Shared Practice Tools, and Training
Over 500 students, staff, and faculty, in addition to over 1,000 community members, served through:
Two weekly drop-in sessions covering 28 distinct practices and attended by approximately 200 participants (43.2% undergraduate students, 21.6% graduate students, 16.6% faculty/staff, and18.5% community members), totaling a 6% increase over AY 2015-16
Twelve workshops, attended by over 1,200 participants
Two one-day trainings, attended by 100 participants
Hosted the "Third Annual Regional Mindfulness Dialogue in Higher Education" conference at CSU this year with over 80 participants and eight academic institutions represented.
Through our "Building Compassionate Communities" initiatives, we collaborated with key community partners including, but not limited to Wounded Warrior REST Sleep Intervention Research, The Homeless Coalition Mindfulness Meditation in Homeless Populations, Suicide Prevention Network, CSU Health Network and CSU Professional Advising Staff, The Osher Lifelong Learning Institute at CSU, and CSU Athletics, to offer mindfulness practice tools and promote overall wellbeing.
Completed "CSU Mindful Leaders Faculty Training: Integrating Mindfulness for Transformational Leaders" funded by a Contemplative Pedagogy Teaching and Learning Grant from the National Center for Contemplative Mind in Society. Written survey results from 20 CSU faculty showed 33% reported that they had immediately implemented one of their new skills in the classroom. A 15% increase from pre- to post-survey reflected a stronger connection with mindfulness and social justice action.
The all-University required training program for new GTAs provides an overview of active learning, fostering a growth mindset in relation to academic performance, and constructing an effective teaching persona. It addresses key considerations in establishing a productive classroom environment, maintaining appropriate relationships with their students, and dealing with challenges, from student illness to laboratory accidents to pressure from parents.
Further, the training introduces GTAs to University resources from the Tell Someone line to Student Disability Center to TILT and requires them to complete CSU's Tell Someone and Sexual Harassment online trainings. GTAs who begin teaching in the spring semester complete a fully online version of the entire training.
Program Numbers: Through extensive collaboration with the Graduate School, Student Affairs, and other University partners, TILT provided this training to 375 GTAs in AY 2016-17.
This program is a collaboration between the Office of the Vice President for Diversity and TILT. The goal of the Faculty Institute for Inclusive Excellence is to create a learning environment for faculty to engage in topics of diversity and inclusion in pedagogy, curriculum, and campus communities.
Participants in the program will explore classroom civility, curriculum, and culture, with regard to diversity and inclusion. The purpose is to transform and positively influence campus climate such that awareness regarding diversity and inclusion is integrated within pedagogical practices.
The intent is to develop curriculum that will bring awareness, knowledge, and skill sets that promote equity and social justice in educational settings.
From Fall 2016 through Summer 2017, members of the online course development team consulted with approximately 25 unique faculty members, instructors and administrative professionals from approximately 16 different colleges/schools/departments to encourage the use of high-impact practices and educational technologies, answer questions, resolve issues and offer solutions as related to online course development, video, learning objects and online training development.
TILT staff actively contribute to campus partners' orientations, trainings, workshops, and other events to support their various goals as well as to introduce new faculty, GTAs, and others to TILT resources.