Our lives are so busy, we don't have much time to sit down with colleagues and share resources. But we all know that when students reflect on their learning it increases the connections and deepens the understanding.<br /><br />Below are some favorite resources from our instructional professionals at ASU and our webinars and workshops from 2014. Maybe you missed these, or just wanted to go back and review them, but I invite you to reflect on your teaching last year, and share your favorite resources from last year! (just click on the pencil below to add comments)<br /><br />Listservs and Groups:<br /><ul><li><a href="http://web.stanford.edu/dept/CTL/Tomprof/index.shtml&quot; target="_blank" rel="noopener"><b>Tomorrows-professor</b></a>: bi-weekly publication by Rick Reis of Stanford on tips for teaching from improving lectures to active learning. <span style="color: black;">To subscribe or unsubscribe via the World Wide Web, visit</span><span style="color: black;"><a href="https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor">http… </a></span><span style="color: black;">or, via email, send a message with subject or body 'help' to</span><span style="color: black;"> <a href="mailto:tomorrows-professor-request@lists.stanford.edu">tomorrows-profes… style="color: black;"><b><a href="http://www.facultyfocus.com/&quot; target="_blank" rel="noopener">Faculty Focus</a>:</b> free online newsletter with articles about all aspects of teaching from grading to plagiarism, and everything in between. Their website also shows conferences, whitepapers and training opportunities.&nbsp;</span></li><li><span style="color: black;"><a href="http://home.edweb.net/&quot; target="_blank" rel="noopener"><b>EdWebNet:</b></a> online community of educators from K12 schools that are interested in teaching with technology. You can join a community of your interest, and attend free webinars with members. Recommended groups include game-based learning, assessment, and video-empowered learning</span></li></ul>Resources for Developing Courses:<br /><ul><li>BioGuide for Vision &amp; Change:<a href="http://www.lifescied.org/content/13/2/200.full"&gt; http://</a><a href="http://www.lifescied.org/content/13/2/200.full">www.lifescied.org/conte… <a href="http://www.coursesource.org/courses">http://www.coursesource.org/course… Objectives Builder: <a href="https://teachonline.asu.edu/objectives-builder/">https://teachonline.as… Apps and Tools:<br /><ul><li>Google Forms/Drive</li><li>TodaysMeet </li><li>Padlet</li><li>HapYak</li><li>&nbsp;</li></ul><br /><br /><br /><span style="color: black;">&nbsp;</span> <br /><ul></ul>

Our lives are so busy, we don't have much time to sit down with colleagues and share resources. But we all know that when students reflect on their learning it increases the connections and deepens the understanding.<br /><br />Below are some favorite resources from our instructional professionals at ASU and our webinars and workshops from 2014. Maybe you missed these, or just wanted to go back and review them, but I invite you to reflect on your teaching last year, and share your favorite resources from last year! (just click on the pencil below to add comments)<br /><br />Listservs and Groups:<br /><ul><li><a href="http://web.stanford.edu/dept/CTL/Tomprof/index.shtml&quot; target="_blank" rel="noopener"><b>Tomorrows-professor</b></a>: bi-weekly publication by Rick Reis of Stanford on tips for teaching from improving lectures to active learning. <span style="color: black;">To subscribe or unsubscribe via the World Wide Web, visit</span><span style="color: black;"><a href="https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor">http… </a></span><span style="color: black;">or, via email, send a message with subject or body 'help' to</span><span style="color: black;"> <a href="mailto:tomorrows-professor-request@lists.stanford.edu">tomorrows-profes… style="color: black;"><b><a href="http://www.facultyfocus.com/&quot; target="_blank" rel="noopener">Faculty Focus</a>:</b> free online newsletter with articles about all aspects of teaching from grading to plagiarism, and everything in between. Their website also shows conferences, whitepapers and training opportunities.&nbsp;</span></li><li><span style="color: black;"><a href="http://home.edweb.net/&quot; target="_blank" rel="noopener"><b>EdWebNet:</b></a> online community of educators from K12 schools that are interested in teaching with technology. You can join a community of your interest, and attend free webinars with members. Recommended groups include game-based learning, assessment, and video-empowered learning</span></li></ul>Resources for Developing Courses:<br /><ul><li>BioGuide for Vision &amp; Change:<a href="http://www.lifescied.org/content/13/2/200.full"&gt; http://</a><a href="http://www.lifescied.org/content/13/2/200.full">www.lifescied.org/conte… <a href="http://www.coursesource.org/courses">http://www.coursesource.org/course… Objectives Builder: <a href="https://teachonline.asu.edu/objectives-builder/">https://teachonline.as… Apps and Tools:<br /><ul><li>Google Forms/Drive</li><li>TodaysMeet </li><li>Padlet</li><li>HapYak</li><li>&nbsp;</li></ul><br /><br /><br /><span style="color: black;">&nbsp;</span> <br /><ul></ul>

One of our TAs shared this situation as a typical example of something that might happen in your classroom. She was able to handle it professionally, but as you read through it, think about what you would do...<br /><br /><i>"The very first day of class, you need to let your students know you are the authority. I was a little naive and when this guy commented on taking me for a date, I dismissed it and continued my class. I should have stopped him then and there. My mistake started to take some weird turns when he started to comment on how much he liked me in front of the whole class. After the third week, I decided that this is getting way out of hand and I pulled him aside to another room and confronted him. I asked him what’s going on and he replied as if he did not know what I was talking about. I asked him why he was talking to me the way he did and told him very firmly that this kind of commentary will not be entertained and that he will be reported. This took him by surprise and he said he did it for fun. I let him know that it was demeaning and disrespectful and since I am the authority in the class, this will not happen ever again. He was very apologetic afterwards and I never had the problem again. So, the lesson I learned from this incident is that TAs have to set their expectations and boundaries in the very beginning of class"&nbsp;</i><br /><br />At ASU, we have a Title IX representative to help clarify how to handle these situations.&nbsp; <i><br /></i>

One of our TAs shared this situation as a typical example of something that might happen in your classroom. She was able to handle it professionally, but as you read through it, think about what you would do...<br /><br /><i>"The very first day of class, you need to let your students know you are the authority. I was a little naive and when this guy commented on taking me for a date, I dismissed it and continued my class. I should have stopped him then and there. My mistake started to take some weird turns when he started to comment on how much he liked me in front of the whole class. After the third week, I decided that this is getting way out of hand and I pulled him aside to another room and confronted him. I asked him what’s going on and he replied as if he did not know what I was talking about. I asked him why he was talking to me the way he did and told him very firmly that this kind of commentary will not be entertained and that he will be reported. This took him by surprise and he said he did it for fun. I let him know that it was demeaning and disrespectful and since I am the authority in the class, this will not happen ever again. He was very apologetic afterwards and I never had the problem again. So, the lesson I learned from this incident is that TAs have to set their expectations and boundaries in the very beginning of class"&nbsp;</i><br /><br />At ASU, we have a Title IX representative to help clarify how to handle these situations.&nbsp; <i><br /></i>

<br /><div style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-rvl2LIPY9q4/V9h5w9PS8VI/AAAAAAAAB94/i04Kidpw…; style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="80" src="https://3.bp.blogspot.com/-rvl2LIPY9q4/V9h5w9PS8VI/AAAAAAAAB94/i04Kidpw…; width="200" /></a></div>ASU Libraries recently purchased SIPX through ProQuest to help instructors create online course packs that leverage the library collection. SIPX has four built-in features for the licensing of articles and book chapters in Blackboard. <b>In its basic form SIPX works by providing a search engine for instructors to discover if the readings they assign are:</b><br /><ol><li>Owned by the Libraries and therefore free for students to read,&nbsp;</li><li>In the public domain and also free to students,</li><li>Require payment to read because it is not owned directly by the Libraries or&nbsp;</li><li>Require payment to read and needs to go through Copyright Clearance to determine the price. SIPX can facilitate all these individual scenarios and provide course packs online to students. </li></ol><br /><b>To see if SIPX is a good alternative for you as an instructor: </b><br /><br /><ol><li>Log into Blackboard</li><li>&nbsp;Under the Course Management you'll find "Customization" click “Tool Availability”</li><li>Select "SIPX Application"</li><li>Under "Course Tools" you'll find "SIPX Readings"</li><li>Click SIPX Readings</li><li>Click Enter SIPX</li><li>Click "Add a Reading"</li><li>Enter the title of the book or article you're looking for. Note: SIPX is not a good discovery tool. It works best when you already know what you need. For a discovery tool, I recommend the Library One Search lib.asu.edu.</li><li>&nbsp;Click “Add Reading” if you see the item in the list.</li><ul><li>If the Libraries has the journal article or book (some exceptions) it will say $0 cost.</li><li>If it's open access it will be $0 cost.</li><li>If SIPX has it in their collection, it will have a price per page listed.</li><li>If it needs to go through Copyright Clearance, the price will be determined after SIPX works with the publisher. This can take 3-4 weeks.</li><li>Often you'll need to upload the pdf of the article or book chapter you want, so it's best to have those ready when you work with SIPX.</li></ul></ol><i>For more information, please see this guide about SIPX <a href="http://libguides.asu.edu/sipx">http://libguides.asu.edu/sipx</a&gt; or contact Rene Tanner <a href="mailto:rene.tanner@asu.edu&quot; target="_blank" rel="noopener">rene.tanner@asu.edu </a></i>

<br /><div style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-rvl2LIPY9q4/V9h5w9PS8VI/AAAAAAAAB94/i04Kidpw…; style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="80" src="https://3.bp.blogspot.com/-rvl2LIPY9q4/V9h5w9PS8VI/AAAAAAAAB94/i04Kidpw…; width="200" /></a></div>ASU Libraries recently purchased SIPX through ProQuest to help instructors create online course packs that leverage the library collection. SIPX has four built-in features for the licensing of articles and book chapters in Blackboard. <b>In its basic form SIPX works by providing a search engine for instructors to discover if the readings they assign are:</b><br /><ol><li>Owned by the Libraries and therefore free for students to read,&nbsp;</li><li>In the public domain and also free to students,</li><li>Require payment to read because it is not owned directly by the Libraries or&nbsp;</li><li>Require payment to read and needs to go through Copyright Clearance to determine the price. SIPX can facilitate all these individual scenarios and provide course packs online to students. </li></ol><br /><b>To see if SIPX is a good alternative for you as an instructor: </b><br /><br /><ol><li>Log into Blackboard</li><li>&nbsp;Under the Course Management you'll find "Customization" click “Tool Availability”</li><li>Select "SIPX Application"</li><li>Under "Course Tools" you'll find "SIPX Readings"</li><li>Click SIPX Readings</li><li>Click Enter SIPX</li><li>Click "Add a Reading"</li><li>Enter the title of the book or article you're looking for. Note: SIPX is not a good discovery tool. It works best when you already know what you need. For a discovery tool, I recommend the Library One Search lib.asu.edu.</li><li>&nbsp;Click “Add Reading” if you see the item in the list.</li><ul><li>If the Libraries has the journal article or book (some exceptions) it will say $0 cost.</li><li>If it's open access it will be $0 cost.</li><li>If SIPX has it in their collection, it will have a price per page listed.</li><li>If it needs to go through Copyright Clearance, the price will be determined after SIPX works with the publisher. This can take 3-4 weeks.</li><li>Often you'll need to upload the pdf of the article or book chapter you want, so it's best to have those ready when you work with SIPX.</li></ul></ol><i>For more information, please see this guide about SIPX <a href="http://libguides.asu.edu/sipx">http://libguides.asu.edu/sipx</a&gt; or contact Rene Tanner <a href="mailto:rene.tanner@asu.edu&quot; target="_blank" rel="noopener">rene.tanner@asu.edu </a></i>

Last weekend, I attended the ASU School of Life Sciences Faculty Retreat, and presented some information to faculty on our instructional design projects currently being worked on at SoLS. Topics included:<br /><ul><li>Transition to our new LMS, Canvas and what faculty can expect in terms of training and support.&nbsp;</li><li>Alternative assignments in coordination with the Hayden Library MakerSpace with 3D printing and digital storytelling in BIO302.</li><li>SoLS One Button Studio - 24/7 video recordings</li><li>Special online training developed for graduate students supporting online courses.</li><li>Quick ideas with our current technologies</li><li>Future training and events </li></ul>Below is a recording of the presentation, and some links for more information.&nbsp;Please follow up with me if you have any questions!<br /><br />Resources:<br /><ul><li><a href="https://player.mediaamp.io/p/U8-EDC/xnx6CvOl4CmX/embed/select/media/pA4… Recording of Presentation</a></li><li><a href="https://www.dropbox.com/s/us3lk28ufib1iof/Final_Faculty_Retreat_Amy.pdf… deck</a></li><li><a href="http://lms.asu.edu/">ASU's LMS Transition website</a></li><li>MakerSpace</li><ul><li>Example: <a href="https://player.mediaamp.io/p/U8-EDC/xnx6CvOl4CmX/embed/select/media/wjf… printing (Crayfish Research)</a></li><li>Example: <a href="https://drive.google.com/file/d/1PT3MEWFyNsHJbFfFY84OMLtH9T9n7V1J/view?… Studio Recording (Cancer)</a></li></ul><li>&nbsp;ZeeMaps: <a href="http://j.mp/2rhHjLW">http://j.mp/2rhHjLW </a>(Allow students to share information about specific places in the world to engage with peers)</li><li>Turning Point for Exams </li></ul><br />

Last weekend, I attended the ASU School of Life Sciences Faculty Retreat, and presented some information to faculty on our instructional design projects currently being worked on at SoLS. Topics included:<br /><ul><li>Transition to our new LMS, Canvas and what faculty can expect in terms of training and support.&nbsp;</li><li>Alternative assignments in coordination with the Hayden Library MakerSpace with 3D printing and digital storytelling in BIO302.</li><li>SoLS One Button Studio - 24/7 video recordings</li><li>Special online training developed for graduate students supporting online courses.</li><li>Quick ideas with our current technologies</li><li>Future training and events </li></ul>Below is a recording of the presentation, and some links for more information.&nbsp;Please follow up with me if you have any questions!<br /><br />Resources:<br /><ul><li><a href="https://player.mediaamp.io/p/U8-EDC/xnx6CvOl4CmX/embed/select/media/pA4… Recording of Presentation</a></li><li><a href="https://www.dropbox.com/s/us3lk28ufib1iof/Final_Faculty_Retreat_Amy.pdf… deck</a></li><li><a href="http://lms.asu.edu/">ASU's LMS Transition website</a></li><li>MakerSpace</li><ul><li>Example: <a href="https://player.mediaamp.io/p/U8-EDC/xnx6CvOl4CmX/embed/select/media/wjf… printing (Crayfish Research)</a></li><li>Example: <a href="https://drive.google.com/file/d/1PT3MEWFyNsHJbFfFY84OMLtH9T9n7V1J/view?… Studio Recording (Cancer)</a></li></ul><li>&nbsp;ZeeMaps: <a href="http://j.mp/2rhHjLW">http://j.mp/2rhHjLW </a>(Allow students to share information about specific places in the world to engage with peers)</li><li>Turning Point for Exams </li></ul><br />

Our webinar this week

Our webinar this week