Programs & Online Strategies and Opportunities
New Faculty Orientation 2021
All new faculty of Howard University, whether full-time or adjunct, are required to attend the mandatory orientation. New faculty members will be contacted directly by the Office of Faculty Development about the orientation. For additional information or questions about the orientation, please email Jacqueline Young, Program Manager, at email@example.com.
President Wayne A. I. Frederick with members of the incoming faculty at the New Faculty Orientation on August 17.
Archival Photo: New Faculty Orientation August 2020: President Wayne A.I. Frederick, Associate Provost Okianer Christian Dark and staff of the Office of Faculty Development welcomed new faculty to Howard University at the 2020 New Faculty Orientation.
Uncomfortable Conversations Symposium, March 26, 2021
The Office of Faculty Development collaborated with the Dresher Center and its Inclusion Imperative for a Symposium entitled "Uncomfortable Conversations: Race, The Humanities, and Inclusion in Higher Education." More than 15 panelists from an array of universities shared presentations on how to increase diversity by encouraging conversations on race, equity, and inclusion, whether in the classroom, the community. or nationwide. A cross-section of Howard University faculty participated in the Symposium, including Dr. Lynn McKinley-Grant, College of Medicine; Dr. Thomas Foster, Associate Dean, College of Arts and Sciences; Dr. Sosanya Jones, School of Education; Dr. Marina del Sol, College of Arts and Sciences; and Dr. Eliseo Jacob, College of Arts and Sciences. Dr. Natalie Hopkinson of the Cathy Hughes School of Communications delivered the keynote address to the nearly 200 educators in attendance throughout the day. View the program below for more information on the speakers and their topics. https://indd.adobe.com/view/6f6c5b54-118a-4e2e-b8d2-36bd3532bd84?transition
Tips and advice on teaching online in an unprecedented time
The Office of Faculty Development is pleased to share these useful strategies on ways to make your online teaching more strategic and effective. We've gathered some tips for communicating to students and preservring or modifying your course requirements and unique features. (Portions of this content were adapted from NC State University and Indiana University).
Communicate with students -- Communication can ease student anxiety, and save you dealing with individual questions. Keep these principles in mind:
- Communicate early and often. Let students know about changes or disruptions as early as possible, even if all the details aren’t in place yet, and let them know when they can expect more specific information. Avoid swamping them with email, but consider matching the frequency of your messages with that of changes in class activities and/or updates to the broader crisis at hand (for example, the campus closure is extended for two more days; what will students need to know related to your course?)
- Set expectations. Let students know how you plan to communicate with them, and how often. Tell students both how often you expect them to check their email, and how quickly they can expect your response.
- Manage your communications load. You will likely receive some individual requests for information that could be useful to all your students, so consider keeping track of frequently asked questions and sending those replies out to everyone. This way, students know they might get a group reply in a day versus a personal reply within an hour. Distribute course materials and readings.
You will likely need to provide additional course materials to support your changing plans, from updated schedules to readings that allow you to shift more instruction online. In a pinch, providing some new readings and related assignments may be your best bet for keeping the intellectual momentum of the course moving. Considerations when posting new course materials:
- Make sure students know when new material is posted. If you post new materials, be sure to let students know what you posted and where. Keep things phone-friendly. In a crisis, many students may only have a phone available, so make sure you are using mobile-friendly formats, PDFs being the most common. Consider saving other files (for example, PowerPoint presentations) to PDFs, which are easier to read on phones and tablets, and keep the file size small. It is fairly easy to reduce the size of PDF files using Adobe Acrobat, and there are online tools that do the same thing. Videos can take a lot of bandwidth, so only require them if you are confident students will have access to them during a crisis.
Foster communication and collaboration among students -- Fostering communication among Howard students is important because it allows you to reproduce any collaboration you build into your course and maintains a sense of community that can help keep students motivated to participate and learn. It helps if you already had some sort of student-to-student online activity since students will be more comfortable with both the process and the tool. Consider these suggestions when planning activities:
- Use asynchronous tools when possible. Having students participate in a web conference can be very useful, but scheduling can be a problem. In such cases, using asynchronous tools like Moodle discussion forums and Google docs allows students to participate on their own schedules. In addition, bandwidth requirements for discussion boards are far lower than for live video tools.
- Link to clear goals and outcomes. Make sure there are clear purposes and outcomes for any student-to-student interaction. How does this activity help them meet course outcomes or prepare for other assignments?
- Build in simple accountability. Find ways to make sure students are accountable for the work they do in any online discussions or collaborations. Assigning points for online discussion posts can be tedious, so some instructors ask for reflective statements where students detail their contributions and reflect on what they learned from the conversation.
- Balance newness and need. As with any changed activities, you will need to balance the needs and benefits of online collaboration with the additional effort such collaboration will require on everyone else’s part. Learning new technologies and procedures might be counterproductive, particularly in the short term, unless there is clear benefit.
Collect assignments -- Collecting assignments during a campus closure is fairly straightforward, since many instructors already collect work electronically. The main challenge during a campus disruption is whether students have access to computers, as anyone needing a campus computer lab may be unable to access necessary technologies. Here are a few things to keep in mind:
- Require only common software. Students may not have access to specialty software located in on-campus computer labs. Avoid emailed attachments. It may be easy to collect assignments in small classes via email, but larger classes might swamp your email inbox. Consider using other tools to collect assignments instead.
- State expectations, but be ready to allow extensions. In the case of a campus closure or other crisis, some students will undoubtedly have difficulties meeting deadlines. Make expectations clear, but be ready to provide more flexibility than you normally would in your class.
- Require specific filenames. It may sound trivial, but anyone who collects papers electronically knows the pain of getting 20 files named Essay1.docx. Give your students a simple file naming convention, for example, FirstnameLastname-Essay1.docx.
Deliver lectures -- If you cannot deliver your lectures in class, you can take them online. Lectures can be delivered using Zoom, a web conferencing solution currently used at Howard. You can involve students during your online lectures through two-way video, audio and chat. You can also record your lectures for absent students to watch at a later time and provide auto-generated transcripts.
- Reach out to your dean and ask him or her about acquiring a Zoom license.
- Consider joining a test Zoom meeting.
- Visit the CETLA Web site for Zoom information. The web address is cetla.howard.edu.
Run lab activities -- One of the biggest challenges of teaching during a building or campus closure is sustaining the lab components of classes. Since many labs require specific equipment, they are hard to reproduce outside of that physical space. Here are some considerations as you plan to address lab activities:
- Take part of the lab online. Many lab activities require students to become familiar with certain procedures, and only physical practice of those processes will do. In such cases, consider if there are other parts of the lab experience you could take online (for example, video demonstrations of techniques, online simulations, analysis of data, other pre- or post-lab work), and save the physical practice parts of the labs until access is restored. The semester might get disjointed by splitting up lab experiences, but it might get you through a short campus closure.
- Investigate virtual labs. Online resources and virtual tools might help replicate the experience of some labs (for example, virtual dissection, night sky apps, video demonstrations of labs, simulations). Those vary widely by discipline, but check with your textbook publisher, or sites such as Merlot for materials that might help replace parts of your lab during an emergency.
- Provide raw data for analysis. In cases where the lab includes both collection of data and its analysis, consider showing how the data can be collected, and then provide some raw sets of data for students to analyze. This approach is not as comprehensive as having students collect and analyze their own data, but it might keep them engaged with parts of the lab experience during the closure.
- Explore alternate software access. Some labs require access to specialized software that students cannot install on their own computers. Depending on the nature of the closure (for example, a building versus the entire campus), the Office of Information Technology (OIT) may be able to help set up alternate computer labs that have the software your students need.
- Increase interaction in other ways. Sometimes labs are more about having time for direct student interaction, so consider other ways to replicate that level of contact if it is only your lab that is out of commission.
Assess student learning -- If students are unable to come to campus for a seated exam, or if you are ill and cannot administer one, alternative approaches will be necessary. Here are a few things to keep in mind:
- Look at non-exam options. Consider whether you could assess student learning outcomes for your course without an exam. For example, by using a paper or a cumulative project.
- Look at alternate exam formats. For small classes, you might consider conducting oral exams in Zoom or have students deliver presentations online to demonstrate their learning. Be sure to test your plan. For example, if you plan to hold online lectures using Zoom, make sure you can initiate a meeting from your home and that you have the proper equipment (microphone, webcam.) Prior to trying out new strategies in your class, perhaps consider doing a trial run with a colleague or with support staff in your department.
(Portions of this content were adapted from NC State University and Indiana University).
Programs offered by the Office of Faculty Development
Breakfast with the Provost for Newly Tenured Faculty
Chair Leadership Academy
Faculty Development Leads Committee
Junior Faculty Forum
Junior Faculty Writing & Creative Works Summer Academy
New Faculty Orientation
Scholarly Productions Workshop
Special Programs for Junior, Mid-Career and Senior Faculty
University Faculty Reception
And check out CETLA resources at cetla.howard.edu.
Pictured: Members of the 2018 Junior Faculty Writing and Creative Works Summer Academy at Howard University, July 2018.