TeachTalks

Standardized patient simulations (SPS) prepare students to communicate and perform routine procedures with real patients. Virtual reality standardized patients (VRSP) allow students to practice in ways many traditional methods cannot, namely, independently, immersively, with just-in-time standardized feedback, and with unlimited practice opportunities. In this SoTL TeachTalk, we will share two VRSP projects conducted by faculty at the Silver School of Social Work and Meyers College of Nursing. They will discuss their approaches to research design and development, as well as the research outcomes for both projects. 

In this TeachTalk, learn how faculty and educational technologists from Arts & Science have partnered on projects to better support and assess undergraduate students in writing courses. Presenters will share their research processes and preliminary findings from two ongoing SoTL projects: one exploring the effects of contract grading for student writers, and the other the impact of animated tutorials on international students in writing classes. 

This TeachTalk provides a unique opportunity to learn from early adopters of NYU’s private generative AI pilot and explore how you can leverage this resource for your own teaching and learning purposes. We will dive into the opportunities and challenges of using it through two, different projects.

In this session, two faculty members from NYU Abu Dhabi will share insights from running inclusive teaching programs for faculty in both STEM (engineering) and the humanities (writing in a multli-lingual and multi-Englishes context). They will discuss the potential impact of such workshops on classroom practices as well as tips and strategies for implementing similar programs. Attendees will explore frameworks for engaging in discipline-specific conversations about active learning, inclusive teaching, and other innovative pedagogies.

Classrooms are increasingly becoming spaces for emotionally-charged discussions. Sometimes applying recommended practices may seem difficult across disciplines. Participants in Continue the Conversation sessions will have the opportunity to examine specific scenarios arising in their classrooms and are encouraged to come with questions for the facilitators or to submit them in advance through this form. 

*If you have not attended the TeachTalk Planning for Unexpected Sensitive Conversations in the Classroom, we recommend that you watch the recording (or review the slides) prior to joining a Continue the Conversation session. 

In this session, attendees will hear from NYU’s Center for Global Spiritual Life and from faculty members on how to promote an inclusive environment for students of faith in the classroom. Together we’ll review the University’s updated religious accommodations policy, and offer scenarios and tools to help faculty cultivate curious and authentic learning while also meeting the needs of state law and NYU policy. Faculty can submit questions to the presenters in advance by using this form.

With an increasing number of faculty reporting a decline in student readiness to complete reading assignments and weaker reading comprehension skills, what strategies can be employed to engage students with the material? In this session, we will share cases of reading assignments and in-class assessments that encourage students to engage with reading at a deeper level. We will also provide examples of assignments that leverage the power of GenAI to enhance student engagement with reading.

Classrooms are increasingly becoming spaces for emotionally-charged discussions. Sometimes applying recommended practices may seem difficult across disciplines. Participants in Continue the Conversation sessions will have the opportunity to examine specific scenarios arising in their classrooms and are encouraged to come with questions for the facilitators or to submit them in advance through this form. 

*If you have not attended the TeachTalk Planning for Unexpected Sensitive Conversations in the Classroom, we recommend that you watch the recording (or review the slides) prior to joining a Continue the Conversation session.

An additional session is being offered on Oct. 17 (register here for that session).

Faculty will frequently interact with students who raise issues of mental health and wellbeing in their classrooms. This program provides strategies for recognizing and responding to student mental health concerns, as well as for connecting students to the help and services that they need. Participants will learn how to ask the right clarifying questions, how to recognize warning signs, and how to persuade students to seek professional support, keeping in mind individual safety and comfort level. 

Planning sensitive conversations is a worthy pedagogical challenge inherent to teaching in our global university, where the outside world is necessarily connected to our classrooms.  But, as faculty, we can’t always plan when our work in the classroom will suddenly veer into sensitive territory. This TeachTalk will equip faculty with practical strategies and resources for how to handle unexpected sensitive conversations when they emerge, as well as how to proactively create communities in our classrooms that could make such unexpected conversations more productive and less upsetting.

This TeachTalk explores the growing impact of generative AI (GenAI) in higher education, as seen through the lens of librarian consultations with students, staff, and faculty. Librarians from three NYU campuses will share:

• Current conversations: What questions and challenges are students, staff, and faculty asking about GenAI?
• Shifting trends: How have these conversations changed over the past academic year?
• Generational differences: How do student and faculty inquiries about GenAI differ?
• Library resources: We'll provide a brief overview of library resources available to support GenAI exploration and responsible use.

Join us for a conversation about harnessing the potential of GenAI while fostering critical thinking and information literacy skills in our academic community.

Partnering with global design firm IDEO, NYU conducted ethnographic research into the undergraduate experience. The resulting journey map is inspiring innovations in student support across NYU, including new forms of gathering student feedback. Join us to explore what these findings mean for classroom teaching and learning, including the reasons why students may not seek help when they need it, the impact of faculty allies, and the importance of creating opportunities for students to connect with their “why”.

Teaching observations often feel fraught and high stakes, but what if they were conducted in a spirit of mutual benefit and directed by the instructor being observed? In this TeachTalk, faculty from Rory Meyers College of Nursing will discuss their experience collaborating with NYU’s Learning Experience Design team on a peer review of teaching pilot. They will share how the process benefited their teaching, as well as tips for how to observe colleagues in a way that empowers observer and observee alike.  

Ensuring accessibility across a course, let alone courses, can present a daunting prospect: With so many changes to be made, where to begin? In this TeachTalk, Jodi Goldberg and Marshall Sunnes from NYU IT’s Digital Accessibility team discuss how the first step in accessibility isn’t to address everything, but rather to prioritize manageable changes that have the greatest impact. Joined by Professors Barbara Karsch and Kristie Patten, they will share optimized tips for making courses more accessible.

Generative AI tools, like ChatGPT, are reshaping higher education as we know it. Now is the time to reflect on and rethink the many different kinds of assessments we use across disciplines. In this TeachTalks series, faculty will share their experiences using generative AI in the classroom. This session will center the deliberate integration of generative AI in student design thinking assignments and literature review research.

Student feedback is vital for creating an inclusive, responsive, and meaningful learning experience, but it is typically gathered only at the end of the semester. In this TeachTalk, Professors Trace Jordan and Beth Latimer explain how they collect midsemester student feedback and use the responses to make real-time course adjustments. This pedagogical practice has the dual benefits of enhancing student learning and building classroom community.

In this TeachTalk, Jodi Goldberg and Marshall Sunnes from NYU IT’s Digital Accessibility team will discuss the importance of making course content more accessible and the key areas for making improvements. They will be joined by NYU faculty and Robyn Weiss, Assistant Vice President of the Moses Center for Student Accessibility, who will share actionable first steps that all faculty can take, including connecting students with available NYU resources and avoiding the use of PDFs.

In this TeachTalk, professors David Cregar (Expository Writing Program) and Adam Penenberg (Online Master’s in Journalism) will share how they integrate generative AI into their writing and journalism courses, in which students explore how to use ChatGPT and similar tools effectively and ethically.

Since fall of 2020, Professors Doris F. Chang and Linda Lausell Bryant have offered faculty at Silver School of Social Work training in antiracist pedagogy. In this TeachTalk, they will provide an overview of some of the skills they aim to cultivate, including promoting faculty knowledge and self-awareness of how who they are shapes how they teach and how students respond; interrogating how structural power manifests in the classroom; navigating discussions on racism and identity; and creating more inclusive and equitable learning space to address disparities in educational outcomes for Black, Indigenous, and People of Color (BIPOC) students. The goal of this session is to begin a conversation around this substantial topic and to provide faculty with an opportunity to reflect on how it may apply to their own disciplines.

Grades can be sources of motivation, guidance, and even inspiration, but they can also create unintended effects, including sparking unhelpful anxieties and distracting from learning. A growing movement for alternative forms of assessment offers ways to mitigate these effects. In this TeachTalk, Professors Nate Mickelson and Bri Newland will share their experiences with using ungrading and contract grading to foreground feedback, continuous improvement, and learner agency.

Planning sensitive conversations is a worthy pedagogical challenge inherent to teaching in our global university, where the outside world is necessarily connected to our classrooms. But, as faculty, we can’t always plan when our work in the classroom will suddenly veer into sensitive territory. This TeachTalk will equip faculty with practical strategies and resources for how to handle unexpected sensitive conversations when they emerge, as well as how to proactively create communities in our classrooms that could make such unexpected conversations more productive and less upsetting.

Students benefit from knowing what to expect, as well as what’s expected of them, throughout the semester to come. But requiring them to read the syllabus is not enough. In this TeachTalk, participants will explore methods for clarifying course expectations, as well as for providing students with an opportunity to shape and set those expectations themselves. Professor Sandra Fox and Assistant Vice Provost for Pedagogy Anandi Nagarajan will share how they each approach expectation-setting to create a structured, respectful, and engaging space for discussion and learning, even when unexpected challenges arise. Much of the conversation will focus on student-created classroom contracts.

Planning for Unexpected, Sensitive Conversations in the Classroom will be held over Zoom as part of the Office of the Provost’s ongoing TeachTalks series, in partnership with the Office of Global Inclusion, Diversity, and Strategic Innovation (OGI). This session is a repeat of a similar session held in October. Emy Cardoza (Director, Global Diversity Education and Faculty Engagement, OGI) and Carly Siuta (Senior Specialist, Health Promotion and Student Well-Being, and Adjunct Instructor of Social Work at NYU Shanghai) will lead the conversation. (Please note: This TeachTalk will not be recorded.)

Sensitive issues are, by definition, highly nuanced. OGI has compiled guides for navigating difficult conversations that can be adapted to a range of contemporary crises:

• On Academic Freedom and Difficult Conversations in the Classroom
• Addressing Contemporary Issues and Crises in the Classroom or Office

SoTL work requires the rigor, intentionality, and collaboration of any serious research endeavor. Experiments in teaching and learning involve extended timelines, iteration in design, budgetary planning, and adapting to the unexpected. They also afford rich opportunities for interdisciplinary cooperation, publication, and addressing student needs. In this session, SoTL researchers in the fields of nursing and social work share stories of their work—which includes global curriculum design and virtual reality simulations for education—while highlighting practical tips for embarking on SoTL, whatever your discipline.

Generative AI tools, like ChatGPT, are reshaping higher education as we know it. Now is the time to reflect and rethink assignments and assessments. In this TeachTalks series, faculty will share their experiences using generative AI in the classroom. This session will contrast the deliberate integration and avoidance of generative AI in student coding assignments.

NYU’s Office of Student Success surveys incoming first-year students on their college expectations: What kind of relationship do students expect to have with faculty? What support do they expect from NYU? What work are they preparing themselves to do? The data illuminates the pressures that motivate students, providing faculty with insight into how to rethink syllabi to support student success. In this workshop, facilitators will share the survey data and showcase what one academic department has done with the findings. Attendees will discuss how they, too, might apply this information to their courses.

Generative AI tools, like ChatGPT, are reshaping higher education as we know it. Now is the time to reflect and rethink assignments and assessments. In this TeachTalks series, faculty will share their experiences using generative AI in the classroom. This session will center the deliberate integration of generative AI in student media assignments.

Planning sensitive conversations is a worthy pedagogical challenge inherent to teaching in our global university, where the outside world is necessarily connected to our classrooms.  But, as faculty, we can’t always plan when our work in the classroom will suddenly veer into sensitive territory. This TeachTalk will equip faculty with practical strategies and resources for how to handle unexpected sensitive conversations when they emerge, as well as how to proactively create communities in our classrooms that could make such unexpected conversations more productive and less upsetting.

Properly documenting teaching turns practice into evidence, evidence that can enable instructors to reflect on and better understand the successes and challenges they may encounter in the classroom, and to share their evidence-based teaching insights with the academic community. There are many ways to publish about pedagogy, from individual reflective writing to studies spanning multiple institutions. This session surveys steps for collecting data for SoTL projects, as well as the varied paths for entering the scholarly conversation on teaching, from blog posts and conference presentations to peer-reviewed pedagogy journals.

Faculty will frequently interact with students who raise issues of mental health and wellbeing in their classrooms. This program provides strategies for recognizing and responding to student mental health concerns, as well as for connecting students to the help and services that they need. Participants will learn how to ask the right clarifying questions, how to recognize warning signs, and how to persuade students to seek professional support, keeping in mind individual safety and comfort level. Professor John Moran (French) will share classroom strategies and pose questions to presenter Zoe Ragouzeos (Executive Director, Counseling and Wellness Services) about responding to students’ wellbeing needs.

For over 10 years, Dr. Levine and Dr. McAlpin have designed and tested methods and tools to improve student learning, producing multiple publications and winning grants and awards for their work. In this session, they will describe their long SoTL journey, from interventions in classroom teaching practices to, most recently, innovations in virtual simulations. They will demonstrate how they got started, how their collaboration evolved, and where they are now. Join us for the first SOTL TeachTalk of the semester—It will be epic!

Generative AI tools, like ChatGPT, are reshaping higher education as we know it. Now is the time to reflect and rethink assignments and assessments. In this TeachTalks series, faculty will share their experiences using generative AI in the classroom. This session will center the deliberate integration of generative AI in student writing assignments.

How should we best integrate the real-world into our courses, and how would doing so benefit our students? This panel will focus on teaching the existential challenge of building a sustainable future, and consider how the social impact of course content can motivate students and foster a sense of belonging. Sustainability, a highly impactful topic that cuts across disciplines, is not only an essential activity in its own right, but also is a useful model for impact-driven pedagogy across the curriculum. Panelists will discuss strategies for integrating such issues into a variety of courses and domain areas, and show how doing so benefits the student experience.

Designing a curriculum, course site, or overall learning experience for your students takes time, thought and energy - so how can you be sure you're prioritizing the correct things? Hear from NYU’s Usability Lab, which has spoken to thousands of NYU students about their expectations and preferences, and from faculty who have adapted their classes after learning how to design student-centered learning experiences. We’ll discuss how to understand the types of learners in your classroom, key patterns the Lab has distilled from many studies conducted over the years, as well as why it’s important to take a student-first approach to learning experience design. Faculty will offer insight into the process, and best practices for implementing the lessons learned.

The pandemic has permanently changed higher education as we know it. Now is the time to reflect and iterate processes around student engagement–what has worked for our students, and what can we still learn from them? In this special session of TeachTalks, we’ll hear from a panel of students about how faculty can best support their learning. The student panelists will offer their own insights, those that they have learned from their peers, and respond to attendee questions. We’ll also investigate how students can be set up to best support one another academically, both during and after classroom activity.

A growing field, the Scholarship of Teaching and Learning (SoTL) places not only the findings, but also the methodologies of educational research into the hands of practicing instructors—of any discipline. In this session, faculty participants in a six-month SoTL program at NYU Abu Dhabi will share what they’ve learned about research-based teaching, as well as the challenges around global education they’re using SoTL to explore.

In this experimental workshop, participants will explore a variety of contract grading models that promote fair, transparent and inclusive assessment. Through hands-on guided activities, participants will consider how the principles of contract grading can help them more carefully articulate specific course outcomes and motivate the student behaviors and disciplinary habits of mind they value. The workshop is designed to help faculty reduce the emotional labor associated with grading so they can better support students in achieving their personal and academic goals.

Looking at the latest research on language acquisition, this TeachTalk will explore our multilingual students’ writing challenges. We will consider best practices for working with multilingual students on issues of grammar, syntax, lexicon, and acclimating to American academic conventions. We will also discuss our various approaches to commenting on drafts in an efficient and effective manner to address both micro (grammatical) and macro (rhetorical) concerns.

Feedback is essential for learning, and just as essential for teaching. How can instructors obtain and utilize student feedback during, mid-semester, and at the end of the course to make helpful changes/enhancements to their course? Why is student feedback critical in shaping an inclusive, clear, and meaningful learning experience? This workshop will offer instructors - insights into the value of student feedback, ways to elicit this feedback, and strategies to implement the feedback in the design of their teaching practice.

Each year, NYU’s Distinguished Teaching Award (DTA) honors a select group of faculty for their commitment to teaching excellence at NYU. In this session, recipients of the 2021–2022 DTA will continue the tradition, sharing their insights into connecting with students, learning from feedback, and navigating classroom challenges.Charlton McIIwain, Vice Provost for Faculty Engagement & Development will moderate the panel.

Student feedback on teaching can be a powerful tool, but too often we wait until the end of the semester to collect it. In this TeachTalk, Professors Trace Jordan (CAS) and Susannah Levi (Steinhardt) will share the strategies they use to hear from students throughout the semester, enabling them to respond to that feedback and improve their courses in real time.

Are you curious about how your students are engaging with your Brightspace course site and course materials? This session will facilitate a conversation about how to use the Learning Analytics Recent Activity dashboards to develop insights into how students in your course are connecting and communicating with instructors and with course materials. The goal is for instructors to leave with a plan for using the dashboard and making appropriate updates to their course and interventions with students as needed.

Inclusive teaching is a topic that is increasingly part of conversations on college campuses and within higher education more broadly. Students have asked for more inclusive classroom environments and instructors are often asked to articulate their own approach to teaching with an inclusive framework. How can instructors create classroom environments that set up all students for success? This session will introduce key ideas in the field of inclusive teaching and strategies for practice.

There are many approaches to peer observation and feedback on teaching, ranging from highly structured processes to the more qualitative and informal. Which approach is best for you or your department depends on the purpose of the observations (formative or evaluative) as well as how you define effective teaching. Attendees will explore these questions as they develop their own peer observation rubrics through group activities.

Assessment serves many purposes–from ensuring benchmarks are reached to creating opportunities to customize learning experiences mid-stream. This workshop will concentrate on formative assessments which are themselves learning opportunities, from low-stakes responses to long term project-based works. Attendees will be introduced to a wide variety of techniques (for online, in person, large and small classes) and leave the session with simple strategies for refining their own assessment process.

The possibility of teaching remotely—whether planned or unplanned—is now a fact of life. From managing live instruction across time zones to teaching place-based classes at a distance, NYU’s global faculty have had to adapt and innovate in ways similar to their New York–based colleagues. But some challenges are unique to our international campuses. Professors Healey and Lebovits will share how they adapted their content and course delivery, and how their students collaborated and even shared their own cultures despite the distance between them.

How can reflective teaching practices help us navigate these unprecedented times in higher education? Attendees will learn about peer and self-reflection techniques to improve course design and the learning process, while completing a variety of reflection activities. Faculty are encouraged to come prepared with a previously implemented teaching idea that they would like to work on.

Last year, NYU’s Expository Writing Program conducted a pilot of contract grading: the results were exciting. Though skeptics of contract grading cite the potential for lack of rigor and accountability, students didn’t confirm those concerns. Among the pilot’s positive results, most striking was how well it was received by students from underrepresented communities at NYU. In this TeachTalk, EWP faculty will share how contract grading can be used to enhance learning and inclusion in the classroom.

Problem-based learning (PBL) is a pedagogical approach whereby students engage in collaborative learning and critical thinking processes that are contextualized around solving a real-world problem. Research suggests that PBL activities encourage the development of flexible knowledge, problem-solving, and self-directed learning skills, while also supporting collaborative knowledge construction among learners. In this workshop, participants will learn more about the PBL approach and how to design and implement PBL in their courses.

This past year and a half, faculty and students alike have had occasion to appreciate anew the role of engagement in learning—its challenges, its benefits, how to cultivate it both online and in-person. In this special session of TeachTalks, we’ll hear from a panel of students about what they’ve learned about the importance of connection and communication for engagement this past year: What worked? What didn’t? What practices supported inclusion and belonging?

Are you curious about how your students are using your Brightspace course site? Does your site design help students reach your learning objectives? This session will facilitate a conversation about how to use the Learning Analytics dashboard as a tool to align your learning objectives, course design, and site design.

How do we ensure that we are reaching every learner and providing them with a positive, inclusive, accessible, and effective learning experience? This session will facilitate a discussion around inclusive teaching strategies and pedagogical practices for in-person and online learning environments.

Designing an inclusive, supportive, and spirited classroom—where students learn as much from one another as from you—takes careful forethought and a variety of pedagogical strategies. In this workshop, we explore how a framework of connecting, collaborating, and communicating can set the stage for successful and inclusive student engagement.

Each year, the Distinguished Teaching Award (DTA) honors a select group of faculty for their commitment to teaching excellence at NYU. This past fall, recipients from 2019–2020 DTA convened a panel to share the successful classroom strategies they’ve developed over their careers, as well as the challenges they still face. This spring, recipients of the 2020–2021 DTA will continue the conversation, reflecting on their careers, teaching practices, and what they’ve learned about teaching in these extraordinary times.

Careful planning of a course takes time, reflection, and analysis. In this workshop, we’ll use the backward design process to help you to identify and select appropriate pedagogical strategies to assess, engage, and instruct students in any teaching modality (in-person, online, and blended).

There are many approaches to peer observation and feedback on teaching, ranging from highly structured processes to the more qualitative and informal. Which approach is best for you or your department depends on the purpose of the observations (formative or evaluative) as well as how you define effective teaching. Explore these questions to develop your own teaching observation process and rubric using the framework provided in this video.

Teaching observations can offer rich opportunities for instructors to reflect on—and enhance—their teaching. But giving and receiving teaching feedback can be a daunting process for both parties. Professors Duff and Kleinert share their experience both observing and being observed in the classroom, and explain some of the benefits of formative peer review in teaching.

Learning requires the space to experiment, apply, and make mistakes. As we continue to better understand the power of active learning and formative assessment, instructors are increasingly rethinking the value of high-stakes testing. Professors Magder and Ma lead a discussion about the value of low-stakes activities for learning, including emerging practices like ungrading.

How can reflective teaching practices help us navigate these unprecedented times in higher education? Attendees learned about peer and self-reflection techniques to improve course design and the learning process, and completed group and independent reflection activities. Faculty are encouraged to view recording with a previously implemented teaching idea in mind that they would like to work on.

Each year, the Distinguished Teaching Award (DTA) honors a select group of faculty for their commitment to teaching excellence at NYU. Moderated by Vice Provost Charlton McIlwain, a panel of three DTA-winners from 2019–2020 discuss some of the successful classroom strategies they’ve developed over their careers, as well as the challenges they continue to tackle.

Designing an inclusive, supportive, and spirited classroom—where students learn as much from one another as from you—takes careful forethought and a variety of pedagogical strategies. In this workshop, we explore how a framework of connecting, collaborating, and communicating can set the stage for successful and inclusive student engagement.

Connecting learning to issues and events that directly affect students is a powerful teaching tool. Professors Deer, Jordan and Klass dis­cuss Pandemics and Plagues, a co-taught medical humanities course offered in Spring 2021. They review how students analyzed their personal ex­per­i­ences of COVID-19 in a literary, historical and scientific context by considering various narra­tives about previous plagues and pandemics.

Educators in the performing arts were challenged to teach as never before during the pandemic. Remote learning technology has been central to their efforts, but so too has been the imagination of faculty and students to find new ways to communicate, build community, and demonstrate their art to a virtual audience. In this session, Professors Jonathan Haas (music, Steinhardt) and Kathryn Posin (dance, Gallatin) will share how they’ve adapted to the technology of online teaching, as well as how they’ve adapted that technology to what they teach. Jonathan will demonstrate the media networking technology he uses to synchronize music played simultaneously by students at varied locations. Kathryn will show how her students created unique dance pieces in locations throughout the world, and will engage participants in a live movement exercise. Both will also share how and why they intend to continue to integrate what they’ve learned when they return to in-person teaching.

Current events, whether or not they directly relate to course material, can have a profound effect on our students and on their learning. Knowing what to say amidst the stress of traumatic news, and how to direct fraught conversations so students don’t feel excluded, may feel outside our role as teachers. Creating space for these conversations and guiding them, however, are important strategies for creating learning and inclusion in the classroom. In this session, Maria Brea (Steinhardt) and Chandani Patel (Global Inclusion, Diversity, and Strategic Innovation) will share some of their strategies for holding space for dialog and compassion in the classroom, while also meeting learning goals. In breakout rooms, participants will have the opportunity to discuss their own challenges navigating current events with students.

Since March of last year, being a teacher has been defined by the need to adapt: to new modes of teaching and to new tools, platforms, and techniques. But what has remained the same through it all? What aspects of good teaching transcend format? In this session, Distinguished Teaching Award-winning faculty Elena Cunningham (College of Dentistry) and Selin Kalaycioglu (Courant Institute of Mathematics) will lead a conversation on the evergreen principles of effective teaching. Following brief presentations from the facilitators, participants will join breakout groups to discuss how they’ve remained true to what they value most in teaching, regardless of format.

Remote learning has raised new concerns for maintaining academic integrity, and new challenges for promoting trust between instructors and students. Jenni Quilter, Professor of Expository Writing, and Alexej Jerschow, Professor of Chemistry, will consider approaches to supporting academic integrity in both small and large undergraduate classrooms. Participants will have the opportunity to discuss in small breakout groups their own challenges and solutions for maintaining academic integrity. This session will also touch on the new measures the university is taking to educate incoming students about academic integrity.

It’s been nearly a year since we pivoted to remote learning in New York, and in that time we’ve navigated a great deal of new teaching and learning terrain. Based on the results of the Fall Teaching Survey from the Provost’s office, we continue to seek new ways to learn and adapt for both ourselves and our students. This session will be led by Clay Shirky, Vice Provost for Educational Technologies, and De Angela Duff, Associate Vice Provost and Tandon Industry Professor, who will share a synopsis of the survey’s findings, as well as their insights in response. Participants will share their own lessons from 2020 in small breakout groups.

When NYU shifted to remote learning last spring, there was a clear need for conversation, community and support around the challenges of teaching. Teaching and Learning with Technology (TLT) developed TeachTalks both to help address that need and to provide a model for others. In this TeachTalk, we’ll hear from faculty and administrators who developed TeachTalk-like programs for their faculty, and brainstorm strategies for sparking similar conversations within your own department or school.

Whatever the mode of teaching, engagement is essential to learning. We’ll review some high-impact, low-effort active learning strategies that can be adapted to online as well as socially-distanced in-person classrooms. In small groups, you’ll have a chance to brainstorm ways to incorporate these strategies into your courses.

Navigating the unprecedented classroom situation this fall will require flexibility from faculty and students alike, as well as a willingness to try new things. Adopting new technologies and teaching modalities can feel overwhelming—even in matters beyond our control, we may feel accountable when things don’t work. Join the conversation to explore how a spirit of pedagogical experimentation can result in meaningful learning.

All classrooms require creative and inclusive ways to engage students, but the blended classroom presents special challenges in this regard. Together, we’ll explore how a framework of connecting, collaborating, and communicating can set the stage for successful student engagement. Facilitators will also demonstrate how inclusiveness is essential to this “3C” approach.

NYU’s Libraries can help you engage your students with research activities and projects. In this session, meet some of NYU’s subject librarians to discuss how collaborative learning can shake up the virtual classroom, and how research instruction can enhance your students’ learning.

How can you create online learning experiences for project-based, experiential, and hands-on learning, while also fostering student engagement? De Angela Duff (integrated digital media) and Jack Bringardner (engineering) of NYU Tandon will share their experiences implementing senior capstone and vertically integrated projects.

How can you communicate what you already know as a subject matter expert through simple, compelling videos? We’ll explore how to create asynchronous, instructional videos that will transform parts of your lecture into engaging digital stories.

What makes an NYU education uniquely NYU even when teaching remotely? Online as well as in person, NYU faculty bring their breadth of experience and insight, their NYC perspectives, and their global connections to students all over the world. Join us to share your unique strategies for ensuring that your students can still experience the feeling of belonging to the NYU academic community.

How can we create online learning experiences that are meaningful, relevant, and accessible to all students? This session will focus on strategies for including the unique experiences and needs of each student in your remote classroom, and for making all students feel like they belong.

What do we do with the time slot we’ve been allotted when our class goes remote? In this discussion, we’ll explore strategies for optimizing the synchronous time we spend with students, as well as some of the asynchronous alternative approaches that are effective when teaching remotely.

After navigating this unprecedented spring semester, what have we learned? What worked, what didn’t, and what lessons can we now apply to the summer, fall, and beyond? Using a framework for reflective teaching, we’ll discuss our most challenging moments as well as the unexpected bright spots we experienced during the sudden transition to remote teaching.

Trust and open communication between instructors and students is fundamental to successful learning, and to membership in our community of scholarship at NYU. In this workshop, participants examined some of the underlying reasons why students are tempted to cheat and plagiarize. As instructors discussed the reasons, they also discussed how to better structure assessments, as well as offer guidance and services to students to maintain academic integrity.

Inclusive teaching places value on creating learning experiences that are meaningful, relevant, and accessible to all students. Learning is also enhanced when students feel like they belong. In this workshop, both instructors and students shared the challenges of creating an inclusive environment and of trying to fit in. Their insight and experiences include ideas for creating meaningful inclusive teaching environments across NYU.