The Summer Session ES grading window will close tomorrow, May 31, at 9:00 p.m. Detailed documentation for entering grades (PDF, 191 KB) is available on the Banner website. Additionally, assistance is available by calling the RITE Support Desk at 878-4357 Monday through Friday from 8:30 a.m. to 4:00 p.m.

If you have questions about grading, please call the Registrar's Office at 878-4811. We have provided a grading tip sheet (PDF, 712 KB) to assist you in successful grading.

Faculty members will enter their summer 2017 grades using Banner. The Summer Session ES grading window is now open and will close Wednesday, May 31, at 9:00 p.m. Detailed documentation for entering grades (PDF, 191 KB) is available on the Banner website. Additionally, assistance is available by calling the RITE Support Desk at 878-4357 Monday through Friday from 8:30 a.m. to 4:00 p.m.

If you have questions about grading, please call the Registrar's Office at 878-4811. We have provided a grading tip sheet (PDF, 712 KB) to assist you in successful grading.

Faculty members will enter their summer 2017 grades using Banner. The grading window for Summer Session ES will open Thursday, May 25, at 9:00 a.m. and close Wednesday, May 31, at 9:00 p.m. In preparation, faculty members are encouraged to log on to Banner to be sure that all their courses are listed under their accounts. Detailed documentation for entering grades (PDF, 191 KB) is available on the Banner website. Additionally, assistance is available by calling the RITE Support Desk at 878-4357 between 8:30 a.m. and 4:00 p.m. Monday through Friday.

If you have any questions about grading, please call the Registrar's Office at 878-4811. We have provided a grading tip sheet (PDF, 712 KB) to assist you in successful grading.

In preparation for Summer Session 2017 grading, faculty members are encouraged to log on to Banner to be sure that all their courses are listed under their accounts. After you have completed (submitted and saved) your Summer Session grades in Banner, go back to your roster and double-check that all grades are there as you intended.

Summer Session 2017 faculty grading window dates are as follows:

Session ES
9:00 a.m. Thursday, May 25–9:00 p.m. Wednesday, May 31

Session SM
9:00 a.m. Thursday, June 8–9:00 p.m. Wednesday, June 14

Session A
9:00 a.m. Thursday, June 22–9:00 p.m. Wednesday, June 28

Session I
9:00 a.m. Thursday, July 13–9:00 p.m. Wednesday, July 19

Session B
9:00 a.m. Thursday, July 20–9:00 p.m. Wednesday, July 26

Session C
9:00 a.m. Thursday, August 10–9:00 p.m. Wednesday, August 16

Session II
9:00 a.m. Thursday, August 10–9:00 p.m. Wednesday, August 16

If you have questions about grading, please call the RITE Support Desk at 878-4357 or the Registrar's Office at 878-4811.

Come and join your colleagues for coffee and scholarly conversation about the importance of high-impact practices on Friday, March 31 and April 14, from 8:30 to 10:00 a.m. in Butler Library 181B.

The March session will focus on the article Project-Based Learning in Post-Secondary Education: Theory, Practice, and Rubber Sling Shots (2006; PDF, 267 KB), by Laura Helle, Pivi Tynjl, and Erkki Olkinuora, published in Higher Education, 51 (2): 287314.

The April session will focus on Coral Peppers article (2010) Theres a Lot of Learning Going on but NOT Much Teaching!: Student Perceptions of Problem?Based Learning in Science (PDF, 250 KB), published in Higher Education Research & Development, 29 (6): 693707.

Please contact John Draeger, interim director of faculty development, or Lauren Turner, professional development assistant, 878-3841, with questions.

Register for the March 31 session.

Register for the April 14 session.

Please join us for the faculty development workshop "Kids Today: A Conversation about Supporting the Competing Needs and Strengths of Students in 2017" on Wednesday, March 29, from 1:00 to 2:30 p.m. in Butler Library 181B.

The claim that college students today are less prepared than ever before is a platitude that reaches beyond the Ivory Tower into the popular imagination. It is true that many students seeking a degree are, by some measures, academically underprepared for the rigors of a college education; federal data indicate that 68 percent of community college students and 40 percent of students at public four-year colleges take at least one remedial course. At the same time, this nostalgia for days gone by glosses over many of the realities of our current climate, among them (1) the need to expand access to higher education in order for the United States to remain globally competitive; (2) escalating state dis-investment in higher education since the Reagan administration; (3) skyrocketing tuition and growing college debt; and (4) the increasing age of the “average” college freshman, who often balances a job, parenting, and caring for aging parents with the demands of schoolwork. Viewed in this context, it is not surprising that many students struggle to succeed in college, and the bifurcated understanding of separate pools of “good students” and “bad students” proves meaningless.

So, what are faculty and staff members to do to ensure that students facing both academic and nonacademic obstacles are equipped to surmount them? Using Carol Dweck’s concept of a growth mindset as a guiding principle for students and campus personnel alike, this session will demonstrate how innovative educational approaches—from curricular interventions to successful experiments in advising and academic support—can steady students as they navigate the choppy waters of academia. We will engage in a robust dialogue about evidence-based methods for supporting students, discuss the new initiatives in the works at the college to promote retention and timely graduation, and highlight steps you can take in your own practice to ensure your students are learning and moving forward. Please come prepared to talk!

Facilitated by Aimee Woznick, director of the Academic Achievement Center.

Light refreshments will be available. Please register online through the Workshop Registration System.

Please join us for coffee, a light breakfast, and scholarly conversation about the importance of high-impact practices on Friday, March 7, from 8:30 to 10:00 a.m. in Butler Library 181B. This session will focus on David Billing's (2007) "Teaching for Transfer of Core/Key Skills in Higher Education: Cognitive Skills," published in Higher Education 53 (4), 483–516.

Please contact John Draeger, interim director of faculty development, or Lauren Turner, professional development assistant, 878-3841, with questions.

Please register through the Workshop Registration System.

Please join us for the faculty development workshop "Growth Mindset Intervention for Student Retention" on Thursday, March 16, from 12:15 to 1:30 p.m. in Butler Library 181B. In fall 2016, a team of faculty members carried out a campuswide study to examine the effects of using growth mindset strategies in classrooms with first-year students. They will present the study design and preliminary findings, and a panel of study participants will share their classroom experiences. Attendees will receive information about materials and activities they can use in their classrooms.

Facilitated by Reva Fish, associate professor of social and psychological foundations of education, and John Draeger, associate professor of philosophy, director of SoTL, and interim director of faculty development.

?Light refreshments will be provided. Please register through the Workshop Registration System.

Please join us for the faculty development workshop "Top 10 Ways to Do Undergraduate Research" on  Thursday, March 9, from 12:15 to 1:30 p.m. or Friday, March 10, from 8:30 to 10:00 a.m. in Butler Library 181B.

Undergraduate research promotes self-directed student inquiry, improves communication, develops problem-solving skills, fosters deep learning, and contributes to improved retention (Kilgo, Sheets, and Pascarella 2015). Faculty members who mentor students in undergraduate research report improved job satisfaction (Potter et al. 2009). Come and learn 10 ways to become involved in undergraduate research and about funding opportunities available to you.

Facilitated by Jill Singer, director of undergraduate research, and John Draeger, associate professor of philosophy, director of SoTL, and interim director of faculty development. Light refreshments will be available.

Register for Thursday's session.

Register for Friday's session.

Please join us for the faculty development workshop "Using Technology to Spice Up Student Engagement" on Monday, March 6, from 1:00 to 2:30 p.m. in Butler Library 181B. This workshop will explore ways to increase student engagement and motivation in your course. We will discuss technology tools to develop instructor presence, build community, encourage communication and collaboration, provide opportunities for engagement, and incorporate student choice. We'll explore different technologies to create video snippets, create interactive online presentations, develop self and formative assessments, and more.

Facilitated by Brooke Winckelmann, instructional designer, RITE Services.

Light refreshments will be provided. Please register using the Workshop Registration System.