Category Archives: Professional Development & Conferences

Effective, Targeted Feedback 🎯

Feedback, offered in a timely way, encourages learners to persist through challenges.” CAST Professional Learning, 2016

In my last post about online discussions as a means to engage learners, I touched on the importance of providing instructor feedback to encourage student participation and communicate clear assignment expectations. Continuing with the Universal Design for Learning (UDL) principle of engagement, this post will focus on tech tools to support one of its underlying guidelines – sustaining student effort and persistence through feedback. According to CAST research, effective feedback is described as “relevant, constructive, accessible, consequential, and timely” (CAST, 2018). In addition, the CAST UDL Increase Mastery-Oriented Feedback checkpoint outlines further elements as listed below.

    • “Provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge
    • Provide feedback that emphasizes effort, improvement, and achieving a standard rather than on relative performance
    • Provide feedback that is frequent, timely, and specific
    • Provide feedback that is substantive and informative rather than comparative or competitive
    • Provide feedback that models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success” (CAST, 2018)

Canvas and Zoom are two tech tools with features designed to aid effective and efficient instructor feedback. In Canvas quizzes, there is an automated, pre-populated feedback feature so that students can receive prompt, corrective intervention on assessments. Audio or video comments in Canvas assignments allow for specific, personalized feedback. Finally, Zoom is a great video conferencing tool for more in-depth, individual or group learning support akin to in-person office hours. And, these tools can be used not only for corrective feedback but also as a means to encourage (or praise!) all learners in the class. See below for limited instructions on how to implement these tools; as always, eCampus is available for further consultation.

Canvas Quizzes Automated feedback can be pre-populated in the quiz answer comment fields.

  • In Canvas Quizzes, click the “Edit” button and then click the “Questions” tab to view quiz questions.
  • [1] Click on the comment field beneath each answer to leave a specific comment for that particular answer.  OR
  • [2] Create general answer comments for the quiz question as a whole. Correct answers receive feedback in the green comment field. Incorrect answers receive feedback in the red comment field. The blue button comment field provides feedback to all students regardless of in/correct answer response.
  • The comments field can also be used to connect feedback to resources by including a link to a Canvas page within the course or external site.

pdf on chat

Image and instructions from  Canvas Guide on Multiple Choice questions.

 

Canvas Assignments Audio or video feedback (text and attached file too) can be provided via Canvas SpeedGrader.

  • Audio and Video support different learning styles and foster student-instructor interaction for online students.
  • Audio comments are especially helpful for language learning. 
  • Files can also be attached to the comment section by clicking on the paperclip icon.

In the Canvas Assignment, Click on SpeedGraderpdf on chatOpen Student Submissionpdf on chat Add Media Comment to Record Audio or Videopdf on chatSubmit Commentpdf on chat

Images and instructions from  How do I leave feedback comments for student submissions in SpeedGrader.

 

Zoom Video Conferencing for in-depth student support and virtual office hours.

  • Can be used for standing, weekly virtual office hours or as-needed basis.
  • Option to use Zoom as audio call only or video conference.
  • Screen Sharing allows for instant sharing and review of materials on your computer, laptop, or mobile device.
  • Whiteboard allows you to write or draw on a blank screen and share with participants. And, you can save whiteboard sessions.

 Sharing a Whiteboard

 Click the Share Screen button located in your meeting tool bar.pdf on chat

 Click Whiteboard.pdf on chat

 Click Share.

The annotation tools will appear automatically, but you can press the Whiteboard option in the meeting controls to show and hide them.

Use the page controls in the bottom-right corner of the whiteboard to create new pages and switch between pages.pdf on chatNote: Only the participant or host that started sharing the whiteboard has access to create and switch pages.

 When you are done, click Stop Share.pdf on chat

Images and instructions from  Zoom Sharing a Whiteboard.

 

Of the above tools, Zoom (headquartered in San Jose!) is my favorite for many reasons. First, it’s accessible and easy to use. Just send an invitation link and the recipient can click on the link to access the Zoom meeting right away; no prior setup or account registration is required. And, students are impressed with Zoom’s ability to serve as a tech aid in their learning process. I can screen share their progress on Canvas assignments and also seamlessly switch over to the whiteboard to write out a particular concept or draw a graph. Lastly, student exposure to Zoom is beneficial as this communication tool is used in the workforce as part of the recruiting-interview process and on-the-job to collaborate with remote coworkers or interact with clients.

This post wraps up the UDL engagement principle. Next, I’ll share about Multiple Means of Representation and a new tool I want to try to support this principle.

Image Source: CAST UDL Guidelines, http://udlguidelines.cast.org

 

References
Canvas Guides. (n.d.). Retrieved February 20, 2020, from http://guides.instructure.com/m/4152/l/41477-how-do-i-create-a-multiple-choice-question
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
How do I leave feedback comments for student submissions in SpeedGrader? (n.d.). Retrieved February 20, 2020, from https://community.canvaslms.com/docs/DOC-12746-415255023
Sharing a whiteboard. (n.d.). Retrieved February 24, 2020, from https://support.zoom.us/hc/en-us/articles/205677665-Sharing-a-whiteboard
Top 10 UDL Tips for Engagement (2016). Retrieved February 19, 2020, from http://castprofessionallearning.org/project/top-10-udl-tips-for-engagement/

Let’s Engage | Online Discussions

This month, we’ll take a look at the Universal Design for Learning (UDL) principle of engagement – the “why” of learning for students. The CAST UDL Guidelines on Engagement provide more detailed information on multiple ways to motivate and tap into the interests of learners.

Image Source: CAST UDL Guidelines, http://udlguidelines.cast.org

Online Discussions as a Means to Engage Learners

“There is not one means of engagement that will be optimal for all learners in all contexts” (CAST, 2018) so in this post, I will explore one means that I have used  – online discussions. Online discussions are an integral component of online courses and can be used as an alternative means of expression for an in-person course to promote student engagement, facilitate the exchange of ideas, and deepen understanding of course content. For online courses, these discussions provide necessary social presence and interaction (instructor-student, student-student, and student-content) as similarly achieved in a traditional classroom and support student learning perception and a sense of community.

Purposeful design that incorporates online communication between students and instructors, as well as between students and peers fosters effective learning interaction (Johnson, 2017)

Online discussions require more than just an interesting question or prompt although this is a crucial component. Here are a few key features and resources to address in designing and facilitating asynchronous online discussions. 

Promote Netiquette and Provide Feedback Due to the absence of visual and auditory cues in online discussion forums, a netiquette policy sets upfront expectations for constructive online communication and behavior. Providing netiquette rules and guidelines lays the foundation for a safe, shared learning environment.

Active participation by the instructor reinforces the model behavior as established in the netiquette guidelines. Additionally, instructor involvement and feedback encourage student participation. Further, providing detailed feedback and comments to student posts early in the semester helps develop good habits and discussions that meet expectations. (Simon, 2018)

Set Clear Expectations A clear expectation of depth of discussion post, frequency, interaction with peers and instructor, and evaluation criteria facilitate better student engagement (Johnson, 2017). This helps students’ awareness of what is required and facilitates not only participation but engagement with peers and the content. There are various protocols for structuring online discussions but in general, all share a well-defined objective, set clear interaction roles and rules, and clarify deadlines. The Save the Last Word for Me protocol has been shown to support student engagement and ownership of discussion. (deNoyelles, 2015)

Add Relevance “Why do I need to know this?” is a common question amongst learners. The instructor can offer opportunities for students to see the relevance and value of course content by providing a question or prompt and connecting it to a current event or real-world model. 

Add multimedia Beyond text, student to content interaction can be boosted with the use of multimedia – image, audio, video, and animation. Visual tools engage students by creating a connection between student and content and reinforce discussions. (Harris, 2011) Further, “context-based videos in online courses have the potential to enhance learners’ retention and motivation.” (Choi, 2005)

Provide a Rubric for Assessment Online discussions can be assessed from a surface (participation) and/or deep level understanding (critical thinking and application of course content), depending on the learning objective and design for that particular discussion assignment. (Johnson, 2017)  Although online discussion assignments can either be graded or non-graded, graded posts incentivize both student participation and quality of posting. For graded discussion posts, the use of a rubric is beneficial as it defines assignment expectations (e.g., clarity, critical thinking, grammar, and word count) for both the student and instructor. Henri’s five key dimensions of content analyses can be used to evaluate the content and engagement level of student discussion posts and serve as the basis for the instructor’s own grading rubric.

Summary of Henri’s Five Dimensions of Content Analyses and Indicators for Engagement

Description of indicators Dimension
Student has participated in posting to the discussions area to the group. Participative
Student text focuses on interacting with other group members in a supportive way yet does not address the content topic. Social
Student responds to other group members by discussing specific items addressed by other members. Interactive
Student begins to ask additional questions regarding the topic content to other group members and begins to make inferences. This writing demonstrates development of his/her learning process on the topic. Cognitive
Student writing demonstrates that the student is reflecting on their content knowledge through a critical lens of self-questioning and self-regulation. Metacognitive

Table: Summary of Henri’s (1992) Five Dimensions of Content Analyses (Henri as cited in Johnson, 2017)

 

To learn more about the pedagogy of discussions, check out the eCampus Guide (Canvas log-in required).

 

Tech Tools to Facilitate Online Discussions 

There are various tools that can be used to facilitate online discussions. Canvas Discussions and Piazza are both supported by eCampus.

Canvas Discussions is probably the easiest tool to set up and use as it is a feature of the Canvas LMS. Canvas discussions can be graded or not and have the option to include a customized rubric. 

And, check out the upcoming February 17th eCampus workshop Canvas IV: Creating Community with Discussions, Groups, Chat, Collaborations, & Conferences (Online) to learn more about implementing Canvas Discussions.

Piazza is a wiki style platform that integrates with the Canvas LMS and encourages collaborative student engagement. Take a look at some Piazza Professor Success Stories.

 

 

References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org.
Choi, H. & Johnson, S. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses, American Journal of Distance Education, 19:4, 215-227.
deNoyelles, A., Zydney, J.M., & Seo, K.K. (2015, April). Save the last word for me: Encouraging students to engage with complex reading and each other. Faculty Focus. 
Farrell, M. (2018). Rethinking Online Discussions for Inclusion. 10.13140/RG.2.2.19115.28964. 
Harris, M. (2011). Using YouTube to enhance student engagement. Faculty Focus.
Johnson, C.E., Hill, L., Lock, J.V., Altowairiki, N., Ostrowski, C.P., Santos, L., & Liu, Y. (2017). Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses. The International Review of Research in Open and Distributed Learning, 18(6).
Simon, E. (2018, November). Ten Tips for Effective Online Discussions. Educause Review. 

⏰ It’s that time: Back-to-school is here

Welcome back from the winter break. The new semester always brings a fresh start and, of course, a flurry of activity to prepare for classes. As I ready my online course, I will also begin something new. For this spring semester, Dr. Jennifer Redd, eCampus Director, has invited me as a guest faculty blogger to share my experiences teaching with technology. Are you interested in redesigning your course to fully online or introducing technology into your in-person classroom? If so, I invite you to join me as I explore leveraging technology to enhance teaching and support Universal Design for Learning (UDL) principles. 

Teaching with Technology

Fall 2017, I began teaching fully online. However, my journey of using technology in the classroom began in 2014 – I created a Canvas course page for my in-person course; that was it. I did not input grades in Canvas much less use Canvas features such as quizzes. Not even one announcement post. But, I had a Canvas page and felt a bit tech-savvy incorporating edtech for “digital native” learners. Then, as I switched to the flipped pedagogy, I heavily integrated Canvas LMS functionalities into my curriculum – modules, quizzes, and publisher content. Fast forward a few years, and I marvel at the ways technology can be used to enhance learning anywhere, anyplace, any pedagogy. 

Universal Design for Learning framework

Ok, so what is Universal Design for Learning (UDL)? According to the Center for Applied Special Technology (CAST), it is a “framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” Further, this framework guides the design of instructional objectives, assessments, and materials to meet individual learner needs. There are three overarching principles – multiple means of engagement, representation, and action & expression. 

Image Source: CAST UDL Guidelines, http://udlguidelines.cast.org

The full list of UDL principles and guidelines can be found on the CAST website. Also, the SJSU Center for Faculty Development has a resource page on UDL.

This spring 2020, monthly posts will share best practices, tools, and resources on how technology can be incorporated to support one of the UDL guiding principles, geared more towards fully online courses.

Getting Started: Are you tech-ready for the semester?

Last semester’s faculty-in-residence blogger, Dr. Rayna Friendly, shared her guide for preparing courses for the beginning of the term and it includes great tips and resources. As always, it’s best to start with your syllabus and learning objectives. Here, I’ll offer a few suggestions on how technology can be used in the classroom as you begin the semester. Yes, it’s already the first week of classes, but the benefit of technology allows you to (fairly) easily include some quick additions to your course using Canvas LMS functionalities.

In-person

  • Schedule a consultation with an eCampus instructional designer to learn about the Canvas LMS, university-supported edtech tools, and effective techniques to meet your curriculum needs.
  • Utilize your Canvas course site – every instructor automatically has a Canvas site each semester.

Instructure Canvas log-in image

URL: https://sjsu.instructure.com
Username : SJSU 9-digit ID
Password : SJSUOne Password

    • Set up a Canvas Course Homepage and include your contact info, office hours, short bio, and a course introduction.
      • NOTE: You first need to create a Canvas “Page” with your content. Then, set that “Page” as your “Front Page” so that it will display as the course homepage.
    • Upload a copy of your syllabus to your Canvas course site and save time, paper, and money.

When logged in to your Canvas course site, click “Syllabus” on the left-hand navigation bar

Image Source: Canvas LMS Community, https://community.canvaslms.com/

Click on the “Files” tab on the upper right side of the screen

Image Source: Canvas LMS Community, https://community.canvaslms.com/

Select “Upload a New File”

Click “Update Syllabus”

  • Utilize the Canvas Calendar and add important dates so that students are aware of key deadlines and high-stakes assessments.

Hybrid or Flipped

  • Include a “Welcome to the Course” message via Canvas Announcements. If you’re feeling ambitious, create a short video using Canvas, Zoom, or Camtasia.
    • Most easily, you can use the Canvas Rich Content Editor to record a video. Canvas only provides basic recording and editing while Camtasia offers more robust functionalities (and a steeper learning curve!). A 3-4 minute welcome video is ideal where you can introduce yourself and tell a bit about the course. And, make sure to include closed captioning!
  • Set up the Canvas Gradebook to include all assessment scores whether conducted in-person or online.
  • Incorporate online activities or assessments using Canvas discussions and quizzes, publisher test bank, and/or LinkedIn Learning.

Online 

  • Send a “Welcome to the Course” email to enrolled students before the first day of instruction.
  • Create a Class Introductions Discussion for the first week of class.
  • Include a low-stakes Orientation quiz in Canvas that assesses students’ readiness to navigate and access online course materials.

That’s it for now. Looking forward to sharing learner engagement strategies using technology in the next post.

Lesson Design Using the ‘BOPPPS’ Model – Part 4: Active Learning Strategies & Summary

Hello SJSU Community!

It’s Dr. Rayna Friendly again. In a previous post, I continued my discussions about a model of lesson design that I learned during my graduate degree, which is taught in the Instructional Skills Workshop (ISW). The ISW has been run in more than 100 academic institutions worldwide (Day, 2004)! To date, the ISW has been found to be an effective way to transform instructor’s teaching in the classroom such that ISW participants were found to reduce their teacher-focused thinking in comparison to controls, as well as increase the number of active learning strategies used in their classrooms (e.g., Dawson et al., 2014; Macpherson, 2011). ‘BOPPPS’ is actually an acronym, which stands for the 6 basic components that are important to consider including when you are designing a lesson or workshop:

  • Bridge into the lesson
  • Outcomes for the lesson (as in Intended Learning Outcomes)
  • Pre-assessment of learners’ existing knowledge of those outcomes
  • Participatory Activities (as in Active Learning Strategies)
  • Post-assessment of learners’ knowledge of the outcomes
  • Summary of the lesson content

In my previous blog posts this term, I discussed majority of these components: the Bridge-in, writing Intended Learning Outcomes, and Pre/Post-Assessments of learner’s knowledge. Today, I would like to delve deeper into the remaining two components: Active (Participatory) Learning Strategies and the Summary. 

Active (Participatory) Learning Strategies. These are classroom activities and content that enable learners to be active in their own learning, rather than passively just listening to a professor lecture. I don’t know about you, but I certainly found that most of what I learned as a student was more enjoyable and “stuck” longer if there was an activity, reflection, or real-world application clearly tied to it. If not, it was much easier to “zone-out” or “nod-off” during a lesson. Studies within the last decade or so have found evidence that active learning strategies support critical thinking more than traditional lectures and can positively impact comprehension, retention, and problem-solving skills (see Cummings, Mason, Shelton, & Baur, 2017, for review). Here is a good list of different types of active learning strategies from UC Berkley, however, you can simply search Google for many other examples of active learning strategies that might work well for you. Some of the ones I use regularly include Think-Pair-Share, Brainstorming, iClickers, and self-reflection.

Aligning your participatory learning to your Intended Learning Outcomes (ILOs)! Recall from my previous post on ILOs, that it is important to ensure your assessments align with the ILOs for each class or program. Additionally, it is best to choose active learning strategies that also align with your ILOs! Recall the example ILOS below:

By the end of this class, students will be able to:

•Differentiate two types of metacognition
•Describe developmental trends in explicit and implicit metacognition
•Reflect on how you use metacognition for schoolwork
•Practice Active Listening, Meditation & “Mindfulness” to enhance your metacognitive abilities
For the first ILO listed, I could design a matching game where students need to match definitions of the two types of metacognition with their respective definitions. For the second, I may ask them to create a timeline with different age groups listed, and ask them to fill in abilities at the age they typically occur on the timeline. The 3rd could be a think-pair-share activity where students reflect to themselves first, then share this with their peers and the 4th could be 5 min of guided meditation in the classroom.

[Don’t forget the ] Summary! The final component of the BOPPPS model is the summary. In my opinion, this is easy to forget to include – especially as an instructor who finds themselves running out of time to cover all the content at the end of a lesson. However, it is also sometimes the most important information to include for students, who often tell me how useful they find it when I summarize the main “take-home” points of the lesson (which includes opportunities to review topics multiple times and indicates which information would be fair to be included on any tests or assignments). If you do run out of time in one class, consider using the beginning of the following class to summarize that material. Not only will it be helpful to the students, but it can also serve as a BRIDGE for the upcoming course content!

 

Well, that’s it for my eCampus blog posts this F19 term. Next term, I will still be facilitating the TCoP,  and encourage you to join the community!

  • The Teaching Community of Practice (TCoP) is a group for part- and full-time SJSU faculty (of all levels, across all departments), who are interested in enhancing their respective teaching practices. The TCoP will meet regularly, according to members’ schedules, to exchange strategies, tips and resources that have led to successful (and sometimes, less-than-successful) teaching experiences. Please fill out this form if you are interested in joining this community and you will be added to the groups’ mailing list. For inquires about the TCoP, please contact me at rayna.friendly@sjsu.edu.

 

 

REFERENCES:

Cummings, C., Mason, D., Shelton, K., & Baur, K. (2017). Active learning strategies for online and blended learning environments. In Flipped Instruction: Breakthroughs in Research and Practice (pp. 88-114). IGI Global.

Day, R., & the ISW International Advisory Committee. (2004). Instructional Skills Workshop: From grassroots initiative to international perspectives. Paper presented at the Society for Teaching and Learning in Higher Education. Retrieved from http://iswnetwork.ca/wp-content/uploads/2012/07/Hand5_ICED.pdf

Dawson, D., Borin, P., Meadows, K., Britnell, J., Olsen, K. & McIntryre, G. (2014). The Impact of the Instructional Skills Workshop on Faculty Approaches to Teaching. Toronto ON: Higher Education Quality Council of Ontario

Macpherson, A. (2011). The Instructional Skills Workshop as a transformative learning process. Unpublished doctoral dissertation. Simon Fraser University, Burnaby, BC.

Incorporating Reading Apprenticeship (RA) Into Your Courses – Nov. 2019 Teaching Community of Practice (TCoP) Recap!

Hello Everyone!

My name is Dr. Rayna Friendly, and I am back again with a recap from SJSU’s November 2019 Teaching Community of Practice* (TCoP) Meeting.

This month’s guest facilitator was Alla Petrosyan (Technical Writing & English Instructor in SJSU’s Engineering Department), who recently completed RA (Reading Apprenticeship) training at Mission College and would love to share with the SJSU community how you could apply RA when teaching within your own discipline!

Below, I recap some of the valuable information Alla shared with us. Alla is also open to being contacted with any questions related to this topic, and her email is: alla.petrosyan@sjsu.edu. 

What is Reading Apprenticeship (RA)?

  • “Reading Apprenticeship is an approach to reading instruction that helps students develop the knowledge, strategies, and dispositions they need to become more powerful readers. It is at heart a partnership of expertise, drawing on what teachers know and do as discipline-based readers, and on adolescents’ and young adults’ unique and often underestimated strengths as learners.” (Reading Apprenticeship Strategic Literacy Initiative, WestEd, 2005, pg. 9). The point, I understand from this is viewing our students as “Reading Apprentices”, who learn from their teachers how to enhance their reading practice.

 

  • “Reading Apprenticeship helps students become better readers by:
    • Engaging students in more reading—for recreation as well as for subject area learning and self-challenge;
    • Making the teacher’s discipline-based reading processes and knowledge visible to students;
    • Making students’ reading processes, motivations, strategies, knowledge, and understandings visible to the teacher and to one another;
    • Helping students gain insight into their own reading processes; and
    • Helping them develop a repertoire of problem-solving strategies for overcoming obstacles and deepening comprehension of texts from various academic disciplines” (Reading Apprenticeship Strategic Literacy Initiative, WestEd, 2005, pg. 9) (For more information, see: https://readingapprenticeship.org/our-approach/ )

 

Why is RA important?

  • Alla explained that workshops on RA were set up by her colleagues at Mission College in order to address a gap in reading abilities that have been noticed for many of today’s college and university students. She highlighted that reading is such an important skill to help students’ learning process, yet higher education has reduced the amount of mandatory classes students need to take on reading skills. This, coupled with access to so much information online available to students at a moments’ notice, often leads to students not getting the same practice on reading strategies that may have existed in the past.

 

  • Alla also spoke to the expectations/assumptions teachers often have of their students, pointing out that we often expect students have certain basic writing and reading skills once they reach college, yet, they may in fact not have these skills (or at least, not many formal opportunities to practice these skills).

 

  • Thus, RA is a great framework for teachers to utilize in their courses, to help increase opportunities for students to work on and enhance their reading (and related) abilities!

 

What are some of the RA strategies teachers could try using in their courses?

  • Teachers can practice reading challenging/unfamiliar texts in front of their students, explaining the strategies they use!
    • This helps students see that even the teacher struggles sometimes when reading new material and encourages the teacher be “vulnerable” in front of their students. This helps students fell more confident to try reading practices, especially in front of peers or the teacher, without so much worry that others are judging them. 
    • Additionally, this lets teachers demonstrate the strategies they use when faced with difficult terms/texts!
    • For example, I often do this in my Research Methods class: I show the students how I go about reading Scholarly academic articles, which parts I skim over, and which parts I pay closer attention to. I also point out to them when something confuses me (such as a new term), and how I go about reducing this confusion (e.g., look up the term, re-read the sentence more slowly and out loud, etc.).
    • Karin, a lecturer at this meeting, also pointed out how something like this could help reduce the self-consciousness or anxiety she sees in many of her students.

 

  • Read, then summarize!
    • Because Alla teaches writing, she often has students do readings with the clear expectations that they will have to summarize the reading afterward. Sometimes these summaries are shared with peers, other times, she may have students read, then think out load trying to make sense out of what they just read.

 

  • Other strategies include, but are not limited to: Reading titles; Skimming; Looking for bolded/underlined words; Looking at the Pictures; Making reading part of the “class commitment” statement; Peer-to-peer reading activities.

 

How can I learn more about RA?

 

—

*What is the TCoP, you ask?

  • The Teaching Community of Practice (TCoP) is a group for part- and full-time SJSU faculty (of all levels, across all departments), who are interested in enhancing their respective teaching practices. The TCoP will meet regularly, according to members’ schedules, to exchange strategies, tips and resources that have led to successful (and sometimes, less-than-successful) teaching experiences. Please fill out this form if you are interested in joining this community and you will be added to the groups’ mailing list. For inquires about the TCoP, please contact me at rayna.friendly@sjsu.edu.