Here are just a few notes about upcoming events and projects at DCAL and other items of interest to teachers. Navigate the site's resources at the right. For more news, see DCAL News.
This session is designed to assist faculty when students, staff or faculty colleagues disclose that they have been a victim of sexual violence. We'll discuss basic crisis intervention skills and provide a complete overview of resources on campus. You will be provided with useful information if you have never experienced this situation or are looking for a refresher on these skills.
To register for January 7th, click this button:CLICK AND REGISTER
To register for February 11th, click this button:CLICK AND REGISTER
We are excited to announce that Joshua Kim has joined the DCAL team as the first Director of Digital Learning Initiatives. In this role, which jointly reports to the Director of DCAL and the Vice Provost, Josh will build on DCAL's collaborative work with faculty to foster and support innovations in teaching and learning.
This new position in DCAL responds to one of the main faculty recommendations from the College's Strategic Planning process. The position is designed to bolster DCAL's role as the central collaborative hub for faculty efforts to improve student learning. Josh will build on DCAL's strong collaboration with the Library and Academic Computing to create new opportunities to expand faculty use of methods and technologies to meet their teaching and learning objectives. As part of this new role, Josh will also be working to share Dartmouth faculty innovations in technology enabled teaching and learning across the institution, as well as with the wider educational technology community (in which Josh is a frequent speaker and author).
This appointment reflects President Hanlon's commitment that the College make the strategic investments necessary to maintain the Dartmouth's position as one of the nation's highest ranked institutions for teaching and learning, with DCAL playing a central role in meeting this commitment.
Josh comes to DCAL having served for a number of years on DCAL's Executive Team, and participated in numerous DCAL programs and community events. His background is in teaching (both on-ground and online), having started his career on the faculty of West Virginia University in the sociology department after receiving his doctorate from Brown University. At Dartmouth, Josh helped found the Master of Health Care Delivery Science Program, the College's first (and so far only) blended (online and residential) graduate degree program.
Julie is DCAL's Graduate Fellow for Professional Development Programs for Future Faculty and an Astronomy PhD candidate. She'll be taking over some of the work done by the Associate Director for Professional Development Programs for Future Faculty. Please feel free to stop by and welcome her to DCAL.
As DCAL begins its 10th year, Dartmouth College has a new president, will have a new provost, and continues the conversations begun during strategic planning. DCAL is excited to help shape and be shaped by these on-going discussions and transitions. With that in mind, I am pleased to be serving as DCAL's Interim Director for this transitional year. I look forward to building on what I have learned during my 6 years as DCAL's Associate Director for Professional Development Programs and previous faculty development work with Yale's Women Faculty Forum, Hunter College's NSF Advance Program, the Gender Equity Project, and Princeton's McGraw Center for Teaching and Learning.
DCAL's success is thanks to many of you: our collaborative executive team - comprised of members from across campus; our advisory boards; and the support of the many faculty members, librarians, educational designers, graduate students, postdoctoral scholars, deans, directors, and others who participate in our events and make use of our services. We plan to continue the types of programs and services you have come to expect from DCAL while we are also looking forward and reaching out. For instance, we plan to develop more learning communities around cohorts and themes (like Teaching Science Seminar), starting with regular New Faculty Lunches as an extension of our New Faculty Orientation. DCAL plans to convene a forum of all the learning designers around campus to share resources and expertise with an eye to future collaborative work on technology-enabled education. We look forward to hosting guest speakers to share what is happening on other campuses and we are always interested in providing opportunities for Dartmouth's faculty members to share their own teaching innovations with each other. If you have ideas for DCAL programming or services or want more information about what we already offer, please stop by DCAL – 102 Baker Library – or send a note to email@example.com.
We have a diversely talented teaching faculty at Dartmouth and we can learn a great deal from each other. DCAL will get this informal network started by setting up a system for visiting colleagues' classes, not for evaluation purposes, but for sharing and learning from each other. We'd like to open windows into our courses and classrooms by making visiting simple and inspiring.
DCAL will support class visits by
We want this process to be simple, unencumbered by elaborate evaluation schemes and rubrics, but we have supplied some recommendations and documents on our website that might help you make the most of your visit.
Please note that you need not schedule two visits, one for each participant's course, to qualify for the luncheon reimbursement. Each class visit qualifies both participants for a lunch on DCAL. Librarians, educational technologists and other staff who support learning at Dartmouth are also eligible as visitors, but you must arrange the visit with the course instructor.
For detailed information and procedures, please see http://www.dartmouth.edu/~dcal/workshops/classroom.html
Each academic year the DCF chooses a theme upon which to base its programming. The 2013-2014 Dartmouth Centers Forum theme is Body Politic(s): Health, Wellness, and Social Responsibility. Amidst a climate of global uncertainty, there is no more critical issue than taking care of ourselves and each other. From international dialogue to local organizing, the DCF looks to engage our entire community through this issue.
Some questions that align with our theme:
DCAL is a member of the DCF and will highlight events related to the theme. The DCF has created a focus for each term that will help students, staff, and faculty explore elements of the theme. For more information on these topic, see the Current Theme page.
How 'Flipping' the Classroom Can Improve the Traditional Lecture. It may not have the gee-whiz factor of high-tech innovation, but changing expectations for what happens in class may prove to be a bigger advance in teaching. Read more at The Chronicle of Higher Education website.
From American RadioWorks: "Don't Lecture Me" featuring Eric Mazur (Physics, Harvard) and Joe Redish (Physics, U Maryland) by Emily Hanford. We have known for years how ineffective even the best and most entertaining lectures are for student learning. Now you can hear that again right from the mouths of some of the best lecturers ever. Follow this link for detailed information, an mp3 link and a transcript.
From Faculty Focus (10-19-2011): "Grading Practices: Liabilities of the Points System," By Maryellen Weimer, PhD. Does grading really motivate learning or something else? Try this link.
DCAL makes grants of up to $1000 to support attendance at conferences and programs devoted to the applicant’s professional development as a teacher. Please review the DCAL Mission statement before applying; these principles will guide the application approval process. Successful applicants will be asked to contribute to a DCAL professional development event in the year following the grant. First-time applicants are especially encouraged to apply for this opportunity to attend programs and conferences.
These funds are for travel, lodging, registration and other costs of participation. A faculty member in good standing may apply for one grant per fiscal year. To apply for a DCAL mini grant, please contact firstname.lastname@example.org to request an application. The application must be completed and returned to DCAL for approval before the event. If you are approved for the grant, you will be required to submit original itemized receipts for reimbursement after the event has taken place.
Applications for events held during Dartmouth’s fall and winter terms should be received no later than November 1st; those for events held during spring and summer terms no later than March 16th.
Flu season has arrived. For information about conducting classes during flu season, please visit our page on managing interruptions caused by flu.
A syllabus template is now available on the DCAL website. We hope that this template will give you some ideas and make developing a syllabus for your course a bit easier. Please modify the template as needed to make your own personal syllabus and let us know if you have comments/additions.
Reducingstereotypethreat.org was created by two social psychologists and professors who sought to offer a resource for faculty, staff, and students regarding stereotype threat. This website offers summaries of research on this topic and discusses unresolved issues and controversies in the research literature on the phenomenon. Included are some research-based suggestions for ameliorating negative consequences of stereotyping, particularly in academic settings.
An excerpt from "Using the 'Beauties of Physics' to Conquer Science Illiteracy": A Conversation with Professor Eric Mazur of Harvard University (New York Times July 17).
Q. When you teach Physics 1b, do you give "fantastic performances?"
A. You know I've come to think of professional charisma as dangerous. I used to get fantastic evaluations because of charisma, not understanding. I'd have students give me high marks, but then say, "physics sucks." Today, by having the students work out the physics problems with each other, the learning gets done. I've moved from being "the sage on the stage" to "the guide on the side."
Last Updated: 12/5/13