New Lockdown Browser Integration

The Lockdown Browser’s integration with Canvas has been updated to provide more functionality and security.

New Features

  • LockDown Browser iPad app: A free app that lets students use LockDown Browser on an iPad
  • “Early exit”: This feature permits students to exit a quiz early for emergency situations; a student submits a reason for the early exit, which is then reported to the instructor
  • Respondus Monitor: This is a companion application for LockDown Browser that uses a student’s webcam to record the assessment session. Note: This feature is currently being funded by Biggio Center.

More Support

 

Enabling the Lockdown Browser

The previous method of checking the Lockdown Browser is no longer available.

In the new integration, Lockdown Browser is no longer enabled in Quiz Settings.

To enable the Lockdown Browser, (1) click “Settings” within your course then the (2) navigation tab at the top. Find (3) Lockdown Browser listed in the disabled menu and turn on the tool by clicking the three dots then “+ Enable.” (4) Save when finished.

Integrating the Lockdown Browser from the Settings - Navigation tab

Configuring the Lockdown Browser

Once you’ve enable the Lockdown Browser, (1) click it once in the navigation and (2) authorize using your Auburn/Canvas credentials.

Signing in to Lockdown Browser using your Auburn Canvas credentials

The Lockdown Browser comes with tips and tricks for both teachers and students.

Lockdown browser provides tips and tricks

To enable the Lockdown Browser for an exam, click the dropdown arrow next to the quiz and click “Settings.”

Choose the Quiz dropdown arrow and choose settings

Then click the options for your quiz and click “Require the Respondus Lockdown Browser for this exam.” The access code is optional.

adjusting the Quiz settings in Lockdown Browser

4 Tools to Enhance Engagement and Equity in Your Classroom

We welcomed Heather Hackman of the Hackman Consulting Group to campus this week to lead a number of edifying interactions around equity and social justice for students, instructors, and administrators. Thank you to the Office of Sustainability for supporting the campus visit!

 

During her workshop “Developing and Utilizing a Racial Equity Lens in Our Teaching” Heather emphasized the importance of infusing equity content into your course, rather than simply “adding on” this information. As educators, Heather argued, this infusion is a moral imperative. Heather modeled four tools of engagement to co-create a climate with your students that will allow more productive, curious, and empathetic conversations around race, racism, and whiteness.

 

1. Grounding In

Open each class with a moment to “settle in”, “leave your stress at the door” or otherwise, take a pause to begin the work of learning. When students are stressed, their executive function (where learning and decision making happens) is impaired. Taking 60 seconds to focus on breath (with eyes closed or focused on a neutral point) primes the brain for learning. Still unsure about the technique? Watch Heather demonstrate this activity.

 

2. Relationship Building

Early in the semester, following the “grounding in” exercise, have students pair up and respond to a prompt related to course content. Some examples: “Discuss something you saw on social media or on TV this week that relates to what we discussed at our last class.” Establishing relationships between students prior to introducing critical conversations will help ensure more open discussion. As the semester progresses, the relationship building prompts can become more expansive or challenging, because students have developed rapport and trust.

 

3. Community Suggestions

Within the first week of class, set expectations for interaction. Some examples include “listen to understand, not to respond”, “Be kind”, and “Pay attention to your impact (air time, tone, body language) and take responsibility for it”.

 

4. Avoid the “Stoppers”: Guilt, Shame, and Blame

Model the antidotes to these community killers with curiosity, empathy, humility. We model this by saying “I don’t know? Who can find this out?” and redirecting defensiveness with kindness.

 

Want to learn more or continue the conversation? Consult this list of resources curated by the Hackman Consulting Group or email the Biggio Center at biggio1@auburn.edu to join a Faculty Learning Community reading and discussion group in progress.

Zoom Update for Spring 2019

Big changes have arrived to Zoom over the holiday break. We’d like to take a moment to highlight some of the key changes for users at Auburn.

Canvas Integration Update

The Canvas integration has been updated more tightly connecting the two systems. Now once integrated, Zoom will appear in your navigation bar for both you and your students. Create, edit, and schedule your Zoom meetings as you would from https://auburn.zoom.us directly in Canvas. If you prefer the previous method of adding the Zoom link to a module, that can still be done! We have help online to get you started, but always feel free to call us with any questions.

Note: The previous integration is no longer available.

 

screenshot, setting a name and time for a meeting

 

More Help!

 

Zoom Application Refresh

This month, Zoom is updating their client as well. From the Zoom update announcement:

New and exciting updates are coming to Zoom next month! These enhancements will provide your organization with smarter, more productive, and happier ways to work.

Here are a few highlights:

  • Refreshed user interface design. Zoom’s new desktop application is streamlined into one window with a modern, clean look and feel.
  • Keep the conversation going in between meetings. Use the Chat Tab to chat 1:1 or create a public or private channel for your team to collaborate and share files.
  • Stay organized. The Meetings tab now integrates with your calendar to display all your upcoming meetings and links to past recordings.
  • Stay connected. Use the Directory Tab to sort and group anyone in your Zoom Account (formerly listed as “Contacts”).
New Zoom Interface

How to Secure Breeden Grant Funding

The Daniel F. Breeden Endowed Grant Program supports teaching and learning projects that directly benefit the instructor, students, and Auburn University’s overall teaching program. Approximately $30,000 is available each academic year for awards.

The Breeden Grant deadline is November 12, 2018. We recently held a carousel-style workshop to help faculty begin thinking about their Breeden Grant proposals. Here’s some insights from the workshop.
 

Brainstorm

Your proposal should communicate the who, what, why, and how of your project to a non-specialized audience. The Teaching Effectiveness Committee, the selection panel for this grant, recommends avoiding industry-specific jargon in your writing.
 

Goals

Use the SMART (specific, measurable, actionable, realistic and timely) framework to set and articulate the goals of your proposal. Be realistic about what you can achieve with the budget and timeline set by the grant.

To get started, what are the anticipated learning goals for students? Put another way, how will your proposal directly and/or indirectly result in better learning for Auburn students?
 

Assessment

Your proposal should include a plan to accurately assess your goals.

The largest part of the Breen Grant rubric asks applicants to narrate the instructional merit (aka impact) of their grant. Travel proposals typically have the lowest chance of receiving funding because of how difficult it is to assess the efficacy of one faculty member attending a conference and how that will affect multiple people.

If you are submitting a travel proposal, it would be helpful to create a meaningful measure of impact on student learning that will result from the conference/event you attended. If you are submitting an instructional proposal, you should be looking for ways to either directly or indirectly assess students.

Direct assessment measures include an exam or project graded with a rubric. Indirect assessment includes asking students if they feel prepared for their career field as a result of your class.
 

Activities

Now is the time to explore activity options. What will be done during the grant?

If you are submitting a travel proposal, the stronger proposals might include a detailed plan of your travel. For example, specific sessions attended and how those session topics connect with student learning gaps. If you are submitting an instructional proposal, a detailed plan of what you will be doing in the classroom would be appropriate here.

Your activity options directly correlates with the narrative section of the Breeden Grant rubric. The narrative section carries the most weight, 30 out of 50 points. The objectives of your instruction or travel must have the potential to benefit teaching and learning. Points are awarded for:

– Clear impact on faculty member, students and department
– The number of students and courses involved
– Use of new/innovative instructional methods
– Potential impact of project beyond the period of the grant
– Idea has potential to be adopted by other instructors

 

Dissemination

How will you meaningfully share your findings?

While publications and presentations at conferences certainly count as dissemination efforts, faculty can also use a poster presentation at Conversations in Celebration of Teaching (CCT), presenting at their departmental meeting, or partner with the Biggio Center to present at a workshop.

Dr. Ash Curtiss (Department of Chemistry and Biochemistry) is a 2016-2017 Breeden Grant recipient who leveraged Breeden Grant funding to integrate undergraduate research and teaching. His winning proposal helped support long-term learning for students in follow-on courses he co-taught with Dr. Anne Gorden and became the basis of Auburn student J.P. Grundhoefer’s publication as lead author in the peer-reviewed journal Inorganica Acta (ICA).

In this video, Dr. Curtiss answers questions from faculty during our Breeden Grant Proposal design and writing workshop.

New Role in Canvas: Peer Instructor

Many faculty have requested a way to add undergraduate teaching assistants, or peer instructors, to their Canvas course so they may interact with students. Although we have a TA role in Canvas, it isn’t suitable for these peer instructors as they could see student grades/submissions. This new role allows you to add a peer instructor to the course who can help message students, message groups, and post to discussion boards. To add a PI into your course, follow the help for adding a TA, but choose “Peer Instructor” instead of “TA.”

 

now available, the peer instructor role in the drop down list

 

Peer Instructor Permissions

Peer Instructors have additional abilities over observers, including the ability to:

  • Message the entire course using the conversations tool
  • View and post to discussion boards
  • View the students in the course and the student groups
  • Create student collaborations

 

Peer instructors cannot view student submissions, grade assignments, or view the gradebook. A full list of permissions is available on the Canvas Roles page.

 
 

Let us know what you think!

Canvas Roles Feedback

New Faculty Orientation Recap – 2018

Whether you had to miss the orientation or attended and want access to the resources and ideas that were shared, this brief recap of NFO 2018 covers the highlights and gives access to key resources and policies that all faculty need to know.


NFO Morning Session Debrief – New Faculty Success

During the morning session, the Provost welcomed the group, shared his hopes for your success, and stressed that he is here for new faculty so please come to him if you are having any trouble. Next, the Director of the Biggio Center, Diane Boyd, gave a mini-lecture on the six cultures of the academy and advice for navigating them.

Finally, faculty broke into discussion groups and were given a prompt with 3 questions based on the event pre-reading, “Advice for New Faculty: Six Lessons from the Front Lines”:

1. Which strategies have you tried? What strategies would you add to the list?
2. Which strategies might work best in your departmental context?
3. If your success at Auburn were guaranteed, what bold steps would you take?

You can read the ideas and answers proposed by your new colleagues on this Padlet.


NFO Afternoon Session Debrief – New Faculty FAQs

Is there a syllabus template?

What is the Auburn Core Curriculum?

I need help writing grants, where do I go?

I need help captioning a video for my course, where do I go?

How can the Office of Inclusion and Diversity support my teaching?

To learn the answers to these and several more questions new faculty had for administrators during the Admin Panel (and to get access to relevant links and resources) we captured the Admin Panel QandA on this Padlet.


NFO Session Debrief – Teaching & Learning @ Auburn University: A Primer

Goals of the Session:

  • Experience Student-Centered Learning in our new active learning classroom building: Mell Classroom Building
  • Draft a Fall Semester Teaching & Learning Timeline – brainstorm goals, milestones, and activities
  • Get feedback on your timeline and share ideas with colleagues
  • Identify challenges or concerns and get connected to resources to support your teaching

 
On this Padlet, you can find the Session materials including the PPT, Semester Timeline handout, and the Active Learning Menu which offers a curated list of learning activities organized by when in the class you should use them: appetizers at the beginning, entrees are longer and more substantial, & desserts are for the end of a class period.


NFO Session Debrief – Supporting the Gen Z Learner In and Beyond the Classroom

In this session led by Sarah Grace Walters, Coordinator of Auburn Cares, a panel of students shared anecdotes about powerful interactions with faculty. Faculty then learned about the Auburn Cares program housed in the Office of Student Affairs and resources to identify and support at risk and struggling students.

How to Report:

 
Web: http://aucares.auburn.edu/
 
Phone: 334-844-1305

Note : Be prepared to give details about the student of concern

 


4 Policies All Faculty Should Know

As a faculty member new to Auburn, you may want to familiarize yourself with these four essential policies.

1. Academic Honesty
Auburn University’s academic honesty policy was designed by students. It is important that you report instances of academic dishonest for several reasons: Auburn’s policy allows for students to make a mistake and learn from it; however, not reporting one instance can result in the same student getting away with several infractions. The most important reason to report cheating is, of course, that turning a blind eye devalues the degree your honest students are working so hard to earn.

2. FERPA
The key thing to know about the Family Education Rights and Privacy Act (FERPA) is that student records (e.g. student grades) are confidential. You must not share any information about a student’s grades with their parents, other students, or other peers (i.e. posting on social media, talking about how a football player or other notable student is doing in your course, etc.). Doing so can result in serious legal consequences.

3. ADA Accommodations Policy
Auburn is a big place and we have a lot of different students with different abilities. The Americans with Disabilities Act (ADA) policy ensures that students receive equitable access to instruction and evaluation. Every syllabus for every class is required to contain an ADA Policy statement so that students who need accommodations learn how to request them.

Although ADA protects students who report disabilities, it is estimated that one in five people with disabilities do NOT report them for fear of stigmatization or other repercussions. Thus it is important that new faculty become familiar with Universal Design for Learning (UDL). As you design your courses, it is a best practice to adhere to UDL standards to ensure your course is engaging, equitable, and accessible for all learners.


3 Key UDL Practices:

  • Make sure important course information is delivered in at least two mediums (i.e. spoken, written).
  • If you teach in a large lecture hall, use the microphones.
  • If you include videos for your course, make sure they are captioned.

 
4. Sexual and Gender-Based Misconduct Policy
As a faculty you are in a position of power over the students in your course, your GTAs, GRAs, and other advisees, thus, you cannot have romantic relationships with them because of the risk of coercion. Please review Auburn’s Title IX policy. If you are the victim of sexual or gender-based misconduct or a student of yours is and chooses to confide in you, the Title IX Coordinator, Kelly Taylor, is your ally.
 


About the Biggio Center

The Biggio Center for the Enhancement of Teaching and Learning supports all Auburn University instructional staff, including GTAs. We offer numerous professional development opportunities and resources for faculty including: workshops on teaching; digital badges to certify professional development; and feedback on teaching through course observations, online surveys, or student focus groups.


4 Policies All GTAs Must Know

As a Graduate Teaching Assistant (GTA), you are no longer a student, but a faculty member. You will, perhaps for the first time, be in a position of power in the classroom. And of course, with that power comes responsibility. How much responsibility you have will depend on the role you play in the classroom: are you an instructor of record? A lab or recitation leader? A course facilitator, assistant, or grader?

Make sure to discuss your role in the classroom with your advisor or department administrator. After you have a more complete understanding of your role, you will need to familiarize yourself with four essential policies.

 

1. Academic Honesty

Auburn University’s academic honesty policy was designed by students. It’s fair and effective. It’s very important that you report instances of academic dishonest for two reasons: students make mistakes and getting caught gives them a chance to learn to be better and not reporting cheating devalues the degree you yourself are working so hard to earn.

 

2. FERPA

The key thing to know about the Family Education Rights and Privacy Act (FERPA) is that student records (aka student grades) are confidential. You cannot share any information about a student’s grades with their parents, other students, or other peers (i.e. posting on social media, talking about how a football player or other notable student is doing in your course, etc.) Doing so can result in serious legal consequences.

 

3. ADA Accommodations Policy

Auburn is a big place and we have a lot of different students with different abilities. The Americans with Disabilities Act (ADA) policy ensures that students receive equitable access to instruction and evaluation. Every syllabus for every class is required to contain an ADA Policy statement so that students who need accommodations learn how to request them. As a new faculty member, you should become familiar with the concept of Universal Design for Learning (UDL). As you take on the responsibility for designing your own courses, it is a best practice to adhere to UDL practices to ensure your course is engaging, equitable, and accessible for all learners.

 

4. Sexual and Gender-Based Misconduct Policy

As a GTA you are in a position of power over the students in your course, thus, you cannot have romantic relationships with them because of the risk coercion. Ignoring Auburn’s Title IX policy is one of the fastest ways to lose your Assistantship. Likewise, your own advisor and professors are forbidden from engaging in romantic relationships with you while you are their student or advisee. If you are the victim of sexual or gender-based misconduct, the Title IX Coordinator, Kelly Taylor, is your ally. Reach out to her. You will not be penalized or discriminated against for standing up for your rights.

 

The Biggio Center for the Enhancement of Teaching and Learning supports all Auburn University instructional staff, including GTAs. The Biggio Center offers numerous professional development opportunities and resources for graduate teachers including: workshops on teaching; an online Preparing Future Faculty course and workshop series to help graduate students prepare for careers in the academy; and feedback on teaching through course observations, online surveys, or student focus groups.

5 Steps to Professionalism as a GTA

As you contemplate your transition from student to Graduate Teaching Assistant (GTA), you may have several questions. One such question may revolve around how to earn your students’ trust and respect. The short answer is: professionalism. Professionalism is a catch-all term to describe the behaviors and attributes expected of you as a faculty member at Auburn University. Here we break down “professionalism” into five actionable categories.

 

Attire and Hygiene

Know what is appropriate for your department. Look around at what your professors and experienced GTAs are wearing. When in doubt, dress more formally. Dress in your most professional outfit on the first day you meet with your students to set the tone. This is especially important to make yourself feel empowered as a new GTA. Pro tip from an experienced GTA: If you find you are having behavior issues in a class or lab, wear a more professional looking outfit the next time you meet the class. This helps to reset the expectations and discourage disrespect or behavior issues.

 

Preparedness

Before you meet your class on the first day, visit the classroom so you know what to expect and what tools you will need (dry erase markers/chalk, erasers, laptop, dongles, etc.). Be sure to erase all boards before you leave each class day. Have a lesson plan prepared each day you meet your class and, if using technology, try it out before the class meets and have a back-up plan in case there are issues during class.

 

Communication

Remain calm and professional in both your emails to students and your in-person communication. Use formal salutations (Dear student,) and signatures (Best, Your first and last name). When a student approaches or contacts you in an excited state, take a breath and respond calmly even if the answer is “I don’t know.” Never be afraid to buy yourself time to respond to an emotional student: “I will have to look into that…”, “Give me a day to figure out a solution…” etc. This is especially important if you are frustrated, angry, or anxious. It is also important that you be timely in your communication but set boundaries: “I will respond to email on weekdays within 24 hours” for example. Finally, you need to communicate high expectations for student behavior and quality of work. Do this frequently.

 

Demeanor

Be confident! You are the expert. You have earned this position, not lucked into it. You deserve to be here and you belong. It is okay not to know all the answers. Your students won’t think you are a fraud if you don’t know the answer to a question. They will doubt you if you pretend to know the answers or devalue their questions by ignoring or disregarding them. Simply say, “That’s a good question. I’ll have to look into it. Better yet, why don’t you see if you can figure it out and share it with all of us.”

 

Fairness

Grade all students equally. Don’t grant exceptions or special favors without consulting your department lead. Avoid informal interactions with your students. Don’t follow them or engage on social media until the course is over and grades have rolled. Do not post about your students on social media and do not socialize with your students outside of class.

 

The Biggio Center for the Enhancement of Teaching and Learning supports all Auburn University instructional staff, including GTAs. The Biggio Center offers numerous professional development opportunities and resources for graduate teachers including: workshops on teaching; an online Preparing Future Faculty course and workshop series to help graduate students prepare for careers in the academy; and feedback on teaching through course observations, online surveys, or student focus groups.

Faculty Showcase Spring 2018

Incorporating instructional technologies into your course can enhance student learning. But with so many options out there, it can be overwhelming to select a tool(s) that works best for your goals. Below is a sampling of the faculty who participated in the Showcase Showdown of Spring 2018. We hope their innovative use of instructional technology will inspire all of us to rethink both the tools we already have and the tools emerging in academia.

Using the Zoom App for Active Learning
Kodithuwakku Indika (College of Sciences and Mathematics)

Zoom, Panopto Video

This presentation demonstrates using Zoom meetings to share the iPad screen during lectures. This allows the instructor to walk around the class and write on the screen from anywhere in the room. Zoom can be set up within a minute in any classroom with internet, without special requirements or prior preparation. Students can see what is written via their computer screen if needed, and even can participate in the class from anywhere in the world (with internet).

 

World Climate Simulation
Karen McNeal (College of Sciences and Mathematics)

World Climate Simulation, Panopto Video

The World Climate Simulation is a role-playing exercise of the UN climate change negotiations for groups. This interactive computer model rapidly analyzes the results of the mock negotiations during the event. This technology can be used to build climate change awareness and enable our students to experience some of the dynamics that emerge in the UN climate negotiations. All the materials and tools for World Climate are available for free at the World Climate Website and many are available in multiple languages.

 

Teamwork Skills Inventory
Paris Strom (College of Education)

Teamwork Skills inventory, Youtube video / playlist

This presentation will explain the purposes and process for using the Teamwork Skills Inventory to assess teamwork demonstrated by each student in a group of 4 to 6 members. The system is web-based and is being offered for use for free to Auburn University faculty to be used with their students in courses that make use of periodic team-based learning, cooperative learning, and similar approaches.

For more information, Auburn Faculty may contact Paris Strom at stromps@auburn.edu or read more information online at the Teamwork Skills Inventory website.