We are happy to announce that we are now accepting proposals for the Adapt 2022: Teaching in Transformative Times conference. This year, we are looking for content related to all delivery methods (face-to-face, hybrid, hyflex, and online). Full descriptions of each presentation format is available here on the Adapt Conference website. We look forward to reviewing your submissions!
Have you had the feeling that your students have been lethargic and uninterested in their studies? Is engagement in your classes at a low? Yarborough & Fredesco (2020) explain three frameworks that highlight the main factors driving student motivation that could be useful in your classes. Please remember to keep a trauma-informed lens on your teaching (especially this semester) when considering to employ any new motivational strategies:
The expectancy-value-cost model considers if the student feels empowered to succeed, if they see the benefit and relevance to them of what they are being asked to study and what barriers to success they perceive.
The ARCS model of instructional design looks at ways of increasing the appeal of material being studied. It considers the four factors of attention, relevance, confidence and satisfaction and outlines four broad steps to improve these: define, design, develop and evaluate.
Self-determination theory (acting out of interest, curiosity, and abiding values) attempts to understand what leads students to engage and persist in educational settings by focussing on social conditions and factors that influence intrinsic and extrinsic motivation. Self-determination theory specifies that need-supportive contexts should lead to highly self-determined student motivation.
The article has a comprehensive list of steps you can employ to improve student motivation. Bureau et al. (2022) are a group of Canadian and Australian researchers who conducted a full meta-analysis on student motivation. They looked at 144 articles involving 79,000 students K through University. They also considered self determination theory and an article that summarizes the full study reports two main findings: that teachers have far more influence over students when it comes to motivation than parents and in order to motivate students you need to indirectly satisfy three main psychological needs: competency, autonomy and belonging. Study results also showed that when it comes to predictors of self-determined motivation competence is followed by autonomy and then relatedness.
We are pleased to announce the next Minerva Mentions nominee, Dr. Eric Willie! This segment features instructors who exemplify excellence and innovation in teaching. Click the image above to read the nominee's "Words of Wisdom" including what they love about teaching, a favorite tip to share, and a helpful resource to consider. If you would like to nominate yourself or a colleague, please complete the form at go.uncg.edu/minerva-mentions.
Faculty Development Opportunities
Ongoing Opportunities
Web Accessibility 101 now available in Canvas (enroll now). This asynchronous, self-paced course focuses on the fundamentals of making online content accessible.
Workshops and Events
Canvas New Quizzes Virtual Workshops | Various dates and times | Register here.
UNCG Libraries Professional Development Webinars | View previously recorded webinars and sign up for Spring 2022 offerings at uncg.libguides.com/webinars.
ePortfolio Interest Group. ePortoflios are designated as a High Impact Practice by the AAC&U, and are a great way to guide student reflection and development. We are curious to know how ePortfoios are currently being used on campus. If you or your department or office currently use ePortfolios in a (co-)curricular program, please complete the form.
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