Magna 20 Minute Mentor 2013 Catalog

To order call 800-433-0499, ext. 2 or visit www.magnapubs.com/online/mentor 3

Build your faculty development

resource library with Magna’s 20

Minute Mentor programs.

Each Magna 20 Minute Mentor cuts to

the point, answering a critical question

and offering strategies you can start using

today. You can:

• Show a program at a department

meeting

• Meet over lunch to view and discuss a

program

• Have individual faculty members view

programs to answer specific questions

• Show the program to students and

discuss the topic during class—i.e. the

program “How Do I Get More

Students to Participate in Class?”

is perfect for this

Magna 20 Minute Mentor programs are

a convenient, cost-effective way for faculty

to tap the expertise of instructors who’ve

solved some of the most perplexing issues

facing educators today.

Magna 20 Minute Mentors2

20 Minute Mentor 4-packs ......4

Teaching Face-to-Face ......7

Academic Integrity ..................7

Classroom Management ..........7

Grading & Feedback ..............11

Issues With Students ..............13

Leadership ..............................15

Student Engagement ..............16

Syllabus & Course Design ......20

Teaching With Technology ....23

Teaching Online..............24

Online Course Design ............24

Online Engagement ..............25

Online Grading & Feedback ..26

Technology ............................27

Monday Morning Mentors ....28

20 Minute Mentor Commons 29

About Magna Publications ....30

Get practical andaffordable facultydevelopmentadvice and insights.

Magna 20Minute Mentors

Alice

Cassidy,

Ph.D.

Ann Taylor

Barbara

Jacoby,

Ph.D.

Barry Dahl,

Ph.D.

Gain actionable

insights and

solutions

delivered by

some of the

most respected

experts in

higher ed.

Brian Van

Brunt, Ed.D.

Bruce

Kelley,

Ph.D.

Christy

Price, Ed.D.

Debi Moon,

J.D.

Elizabeth

Harrison,

Ph.D.

Ernetta Fox,

M.F.A.,

M.L.S.

Gary Pavela,

J.D.

Ike Shibley,

Ph.D.

Jay Howard,

Ph.D.

Jean

Mandernach,

Ph.D.

Jill

Schiefelbein

John

Orlando,

Ph.D.

Justin M.

Smith, Ph.D.

Kenneth

Alford, Ph.D.

Lawrence C.

Ragan, Ph.D.

Linda Suskie

Mary C.

Clement,

Ed.D.

Maryellen

Weimer,

Ph.D.

Milton D.

Cox, Ph.D.

Rob Jenkins,

M.A.

Scott

Warnock,

Ph.D.

Timothy

Wilson,

Ph.D.

Virginia

Johnson

Anderson,

Ed.D.

W. Scott

Lewis, J.D.

Meet your Mentors

TABLE OF CONTENTS

What is a CAL?A Campus Access License (CAL) allows

your purchasing institution to load a 20

Minute Mentor onto your institution’s

password-protected internal web

site/intranet server for unlimited,

convenient, on-demand access to

members of your campus community.

Number of programs ordered

1-2 3-5 6+

CD $99 $83 $74

4-packs $299 $283 $274

CD with Campus Access

License (CAL)$199 $183 $174

See order form for details

PRICING INFORMATION PER PROGRAM

Presented by: Linda Suskie, Mary C. Clement, Ed.D., and Jill Schiefelbein

New instructors may be experts in their field, but no one has taught them how to

effectively teach what they know. This 4-pack is designed to

bring them up to speed quickly so they can

confidently instruct students.

Programs include:

1. What are Five Tips for Writing Effective

Learning Outcomes? (page 22)

2. How Can I Create Meaningful Assignments

for My Students? (page 20)

3. How Can I Use Frequent Student Feedback

to Improve My Courses? (page 12)

4. How Can I Get Started With the Virtual

Classroom? (page 24)

Presented by: Maryellen Weimer, Ph.D., Jean Mandernach, Ph.D., Jay Howard, Ph.D., and Christy Price, Ed.D.

Understand how to support the knowledge and skills

determined by your course’s learning outcomes. These

programs will help you structure and plan classroom

activates to maximize student engagement, increase

student participation, and ultimately deepen learning.

This package includes:

1. How Can I Use Discussion to Facilitate Learning?

(page 17)

2. How Can I Get Students to Take Responsibility for Their

Own Learning? (page 17)

3. How Can I Enhance the Impact of Feedback in Online

Classes? (page 26)

4. How Can I Make My Exams More about Learning, Less

about Grades? (page 11)


Presented by: Ike Shibley, Ph.D. and Timothy Wilson, Ph.D.

Blended learning is one of the most talked-about course design trends in higher

education today because it has a documented capacity to improve student

performance more than either face-to-face instruction or online technology can

independently.

This four-CD set includes:

1. What Is Blended Learning?

(page 23)

2. In Blended Courses, What Should

Students Do Online? (page 23)

3. Should I Use ADDIE as a Design Map

for My Blended Course?

(page 23)

4. What Three Things Could I Do to

Improve My Blended Course?

(page 23)

Presented by: Maryellen Weimer, Ph.D., Linda Suskie, Mary C. Clement, Ed.D., and Jean Mandernach, Ph.D.

Condensing a semester’s work into a single grade can be a daunting task. Learn

effective assessment strategies to set clear expectations, efficiently complete

grading, reduce student frustration, and automate repetitive tasks.

The CDs in this 4-pack are:

1. What Is the Best Way to Grade Participation? (page 13)

2. How Can Rubrics Make Grading Easier and Faster? (page 12)

3. How Can I Use a Total Point System to Clarify Grading? (page 11)

4. How Can I Use Technology to Create Custom Automated Feedback? (page 26)


20 MINUTE MENTOR 4-PACKS

Blended Learning 4-pack

Grading Best Practices4-pack

New InstructorEssentials 4-pack

Supporting LearningOutcomes 4-pack

ACADEMIC INTEGRITY

How Do I DiscussAcademic IntegrityDuring the First Class?Presented by: Gary Pavela, J.D.

Find out how a developmental approach

can ensure that all your students stay on

the track to ethical academic success.

Learn how to control cheating inyour classroom.

CLASSROOM MANAGEMENT

Cell Phones, Laptops,and Facebook®: WhatCan I Do About Them?Presented by: W. Scott Lewis, J.D.

When it comes to effectively managing

how these tools are used you need to be

sufficiently informed on how to set clear

expectations for students. Get expertadvice and insights for properlymanaging cell phone, laptop andFacebook® use in your classroom.

How Can I Help StudentVeterans Transition toCampus?Presented by: Justin M. Smith,Ph.D.

Because of their unique characteristics,

student veterans frequently face challenges

beyond those known to the typical new

student. Get expert advice on how youcan support student veterans intheir return to civilian life. This

program is also available in the Student

Veteran 4-pack (page 6).


Presented by: Bruce Kelley, Ph.D., Ernetta Fox, M.F.A., M.L.S, and Justin M. Smith, Ph.D.

Today’s returning veterans can be different from

veterans of the past and different from the majority

of students on your campus. Learn ways to help you

better serve students who have served their country.

This 4-pack includes:

1. What Learning Activities Help Student Veterans

Succeed? (page 19)

2. How Do I Design Courses to Enhance

Student Veterans’ Success? (page 21)

3. How Do I Accommodate Student

Veterans with Disabilities? (page 13)

4. How Can I Help Student Veterans

Transition to Campus? (page 7)

Presented by: Elizabeth Harrison, Ph.D.

Universal design is not just about disability; it is about increasing learning for any

and all students. Small changes to existing courses can eliminate barriers and provide

all students with more equitable opportunities to learn and to demonstrate their

learning.

This package contains:

1. How Can I Make My Course Content More Accessible? (page 21)

2. How Can I Make the Activities in My Course More Inclusive? (page 21)

3. How Can Backward Design Make My Courses More Accessible? (page 20)

4. How Can I Make My Exams More Accessible? (page 26)


TEACHING FACE-TO-FACE

Student Veteran 4-pack

Universal Design 4-pack

How Do I AssignStudents to Groups?Presented by: Ike Shibley, Ph.D.

Group work helps facilitate active

involvement in learning, and it’s been

shown that students learn more and retain

content longer through group work

compared to other teaching methods.

Find out how to put together groupsin ways that energize your class andstimulate learning.

How Do I Build Community in MyClassroom?Presented by: Milton D. Cox, Ph.D.

Studies show that community building can

increase retention, improve students’

cognitive intellectual development, and

promote contributions to society. Fromresearch findings to practical tips,learn field-tested techniques forincreasing community in yourclassroom.

How Do I Create aClimate for Learning inMy Classroom?Presented by: Maryellen Weimer,Ph.D.

We’ve all encountered “toxic” learning

environments. Learn how to create a

robust, positive learning environment, in

which everyone understands and

appreciates why they’re spending time

together. Get an inspiring look at howyou can improve the learningclimate in your classroom.

How Do I Stay CalmWhen Students Push MyButtons?Presented by: Brian Van Brunt,Ed.D.

College students’ behavior can be rude,

arrogant, and insulting at times. Discoverhow to develop reasonableresponses to students with rudebehavior in this program.


How Can I Incorporate aGroup Poster Sessioninto my Class?Presented by: Virginia Anderson,Ed.D.

Poster sessions allow students to research,

create, and explain their poster for a

transformative learning experience.

Learn how to prepare, assign, andgrade a group poster session in yourclass.

How Can I Learn StudentNames?Presented by: Ike Shibley, Ph.D.

By using your students’ names, you

succeed in increasing teacher-student

rapport and making it more likely that

students will participate in class

discussion. Discover a variety ofpractical, easy-to-implement ways tolearn your students’ names faster.

How Can I Properly andLegally Dismiss aStudent From Class?Presented by: W. Scott Lewis, J.D.

Learn different ways to respond effectively

to disruptive students and find out how to

prevent the need from arising. Gain anunderstanding of the differentconsiderations involved in properlyand legally dismissing a studentfrom class.

How Do I AddressTeasing and Bullying inthe Classroom?Presented by: Brian Van Brunt,Ed.D.

Bullying and teasing takes many forms,

but none of them are acceptable in higher

education classrooms. Uncovertechniques to be proactive aboutbullying prevention.


Teaching Face-To-Face

Each 20 MinuteMentor ProgramCD Includes:• Core presentation.• 3 to 8 pages of

supplementalmaterials.

• A copy of thePowerPointpresentation.

• Complete transcript


Should I EncourageExperiential LearningDuring Class? How?Presented by: Barbara Jacoby,Ph.D.

Experiential learning is the intentional

combination of experience and learning

with each enhancing the other. Learnhow to incorporate experientiallearning inside the classroom andhow to facilitate and assess it.

Should I TakeAttendance?Presented by: Ike Shibley, Ph.D.

Learn how to make effective attendance

decisions that do not result in creating a

negative perception of you as a teacher.

Get key insights and approaches forhandling attendance more easily andeffectively.

What Are the ThreeWorst Mistakes to Makein the Classroom?Presented by: Maryellen Weimer,Ph.D.

In order to succeed at teaching you need to

look at the trio of potential pitfalls to avoid

in the classroom … one involving how you

teach, one what you teach, and one whom

you teach. Learn what you can do toavoid some of the biggest, mostcommon classroom blunders.

What Can I Do AboutFeeling Tired, Stressedand Burned Out?Presented by: Brian Van Brunt,Ed.D.

Many faculty members struggle with

burnout or excessive stress. The good news

is that there are practical, proven steps

that can be taken to overcome burnout or

excessive stress. Recognize the signs ofburnout and excessive stress andhow to deal with them.

What Should I Do When aStudent Challenges myAuthority?Presented by: Ike Shibley, Ph.D.

When students challenge your authority,

how you respond is important … not just

for resolving the specific incident, but for

setting the tone and tenor for the entire

semester. Discover effective strategiesfor responding to challengingstudent behavior.



GRADING & FEEDBACK

How Can I Make MyExams More aboutLearning, Less aboutGrades?Presented by: Maryellen Weimer,Ph.D.

Making exams better suit your learning

goals requires student participation at

every step of the process. Learn how youcan transform exams into enhancedopportunities for student learningwith practical solutions to the threecore problems with exams today.This program is also available in the

Supporting Learning Outcomes 4-pack

(page 5).

How Can I Make My Multiple ChoiceTests More Effective?Presented by: Linda Suskie

Can multiple choice tests assess more than

memorized knowledge? Absolutely! Pickup valuable tips on ways to createmultiple choice tests that evaluatethe learning you care about.

How Can I Transform MyTests into LearningTools?Presented by: Debi Moon, J.D. andRob Jenkins, M.A.

Discover some simple changes that can

help you better measure and encourage

student progress, and more accurately

assess your own teaching. Find out howto turn assessments frommeasurements of learning tomeasurements for learning.

How Can I Use a TotalPoint System to ClarifyGrading?Presented by: Mary C. Clement,Ed.D.

A total point grading system helps

students understand how grades are

determined and what their grades are

throughout the semester. End gradingfrustration and learn how toimplement this system. This program

is also available in the Grading Best

Practices 4-pack (page 4).

What Can I Learn FromStudent Ratings?Presented by: Ike Shibley, Ph.D.

Teaching well requires deliberate practice.

One of the best ways to improve is to use

student feedback. Learn how to readstudent ratings to help you improveand grow.

What Is the Best Way toGrade Participation?Presented by: Maryellen Weimer,Ph.D.

You know how essential it is for students

to be active participants in their education.

But how do you grade them on it? Learnan overview of what not to do whengrading participation, activitiesworth doing, how to do them, andhow to evaluate your own process.This program is also available in the

Grading Best Practices 4-pack (page 4).

ISSUES WITH STUDENTS

How Do I AccommodateStudent Veterans withDisabilities?Presented by: Ernetta Fox, M.F.A.,M.L.S.

Many veterans returning to higher

education face cognitive and physical

challenges. Discover how makingsimple adjustments to the way youteach will make it easier for studentveterans to succeed. This program is

also available in the Student Veteran 4-

pack (page 6).

How Flexible Should I Bewith Non-TraditionalStudents?Presented by: Brian Van Brunt,Ed.D.

One of the challenges for faculty is walking

the line between enabling vs. helping.

While the student often creates problems

by not following class expectations, you

need to consider the concepts of grace and

mercy. Get helpful insights,techniques, and strategies tosupport you in helping thesestudents to succeed.


How Can I Use FrequentStudent Feedback toImprove My Courses?Presented by: Mary C. Clement,Ed.D.

If you only ask for feedback at the end of

the semester, it’s hard to improve learning

for current students. Learn the five keytimes during the semester to ask forstudent feedback and practical waysto obtain it. This program is also

available in the New Instructor Essentials

4-pack (page 5).

How Can I Use InformalWriting as Part of a Low-stakes Grading Strategy?Presented by: Scott Warnock, Ph.D.

Informal writing assignments can be part

of your strategy of frequent, low-stakes

(FLS) grading. Find out how theseassignments can create a dialogue,boost student confidence, and

increase studentmotivation.

How Can I Use Low-stakes Quizzing toEnhance Learning?Presented by: Scott Warnock, Ph.D.

A frequent, low-stakes (FLS) quizzing

strategy, when used correctly, can decrease

your workload while increasing student

motivation and confidence. Learn howthis technique can benefit yourclassroom.

How Can RubricsMake GradingEasier and Faster? Presented by: Linda Suskie

Rubrics can take a good deal of time and

effort to create, but the payback when you

grade student work makes them more than

worthwhile. Learn strategies to userubrics to help you finish yourgrading more quickly and simply.This program is also available in the

Grading Best Practices 4-pack (page 4).

How Do I Give Feedbackthat Improves StudentWriting?Presented by: Maryellen Weimer,Ph.D.

Discover how to make the feedback

process not only more meaningful for

students, but more manageable for you, as

well. Get valuable strategies forimproving writing performance.


Magna 20 Minute Mentors

What Do I Need to KnowAbout Referring Studentsfor Help?Presented by: Brian Van Brunt,Ed.D.

You’re bound to encounter students who

need more than you can give them. Recent

campus tragedies highlight the crucial

importance of skilled referrals.

Understand how to meet yourmentoring responsibilities.

What Should I Do WhenStudents Say They Havea Disability?Presented by: W. Scott Lewis, J.D.

The number of students with disabilities at

our college campuses has grown to record

numbers in recent years. Find out howto respond to students who tell youthat they have a disability.

LEADERSHIP

How Do I Prepare aSoTL Article forPublication?Presented by: Milton D. Cox, Ph.D.

This program will guide you from topic

selection to contacting editors regarding

publishing possibilities. Learn tips tohelp you publish a Scholarship ofTeaching and Learning (SoTL)article including how to design anew SoTL project, prepare a SoTLmanuscript, and avoid the pitfallsthat lead to rejection of SoTLarticles.

How Do I Use FLCsto StrengthenInstitutionalAssessment?Presented by: Milton D. Cox, Ph.D.

Assessment efforts are expanding and

there is an untapped resource that can

help you give accreditors the information

they need—FLCs, or Faculty Learning

Communities. Explore how FLCs areable to aid assessment in acomprehensive manner, addressingthe concerns of both administratorsfocusing on accreditation and ofinstructors concentrating on studentlearning.


How Should I HandlePushy Parents?Presented by: Brian Van Brunt,Ed.D.

Some overprotective parents continue to

engage in pushy behaviors on a regular

basis at college campuses. Get practical

ideas and techniques that lead to more

productive interactions with parents.

Learn strategies that will help youwork more effectively withaggressive parents.

My Student Has a MentalHealth or SubstanceIssue. Now What?Presented by: W. Scott Lewis, J.D.

A student who is struggling with mental

health or substance abuse issues

potentially poses a threat to himself or

herself as well as to others. Learn keyinsights and approaches forresponding to students with mentalhealth or substance issues.

What Can I Legally TellPeople Who Call MeAbout My Students?Presented by: W. Scott Lewis, J.D.

When you receive a request for

information about one of your students,

will you know how to respond to the

request properly under the FERPA and

your institution’s policies? Understandthe key basics that you need to knowin handling student informationrequests.

What Do I Do If I Suspecta Student Has Asperger’sDisorder?Presented by: Brian Van Brunt,Ed.D.

Students with Asperger’s disorder struggle

with “reading” social cues, and

comprehending unwritten rules. As a

result, these students can pose unique

challenges. Observe how to betterunderstand and communicate withAsperger’s students.



How Can I Enhance ClassUsing Story, PopularMedia and Objects?Presented by: Alice Cassidy, Ph.D.

How could you make learning more

interesting and relevant to today’s

students? Learn techniques thatinclude story, movies, TV, music,popular literature, and objects inthis program.

How Can I GetStudents to TakeResponsibility for TheirOwn Learning?Presented by: Christy Price, Ed.D.

Using findings from cognitive and

educational psychology research, you can

encourage students to take charge of their

own learning. Learn multipleapproaches to increase studentresponsibility and establish alearning-centered environment inyour next course. This program is also

available in the Supporting Learning

Outcomes 4-pack (page 5).

How Can I Help StudentsDevelop Critical ThinkingSkills?Presented by: Debi Moon, J.D. andRob Jenkins, M.A.

The real joy in teaching comes not when

students master facts, but when they learn

to analyze, assess, and make sense of

them. Get a quick look at somepractical, proven ways to developyour students’ critical thinkingskills.

How Can I Promote DeepLearning through CriticalReflection?Presented by: Barbara Jacoby, Ph.D.

The process of critical reflection is a

reliable way to deepen the learning

experience. Help students considercomplex issues fully and engagethem in developing their critical-thinking ability. Discover how tocreate a richer learning experiencefor students.

How Can I UseDiscussion toFacilitate Learning?Presented by: Jay Howard, Ph.D.

Focused, energizing classroom discussions

that involve everyone are what higher

education instructors dream of. Thisprogram shows you how to structureand plan classroom discussions tomaximize student engagement,student participation, and learning.This program is also available in the

Supporting Learning Outcomes 4-pack

(page 5).


STUDENT ENGAGEMENT

Can I Safely Send GroupText Messages toStudents for Free?Presented by: Barry Dahl, Ph.D.

Text messaging is the preferred means of

communication for a majority of college

students. Discover how to do it safely,easily, and for free—a well as WHYyou should consider text messages.

Can I Safely UseFacebook with Studentsfor Class Interaction?Presented by: Barry Dahl, Ph.D.

Between 80 and 90 percent of college

students use Facebook. Get the bestreasons for using Facebook inconjunction with class, what otherchoices are available, and how youcan effectively add value withFacebook.

How Can I CaptureStudents’ Interest in theFirst 5 Minutes?Presented by: Alice Cassidy, Ph.D.

You only get one chance to make a first

impression, and that’s particularly

important in the college classroom.

Uncover ways to harness yourenthusiasm for your discipline anduse it to custom-craft the first fiveminutes of your class to motivateand interest your learners.

How Can I ConnectStudents’ Interests toCourse Content?Presented by: Alice Cassidy, Ph.D.

Connecting student interests to course

content is vital for student motivation.

Learn simple strategies to achievethis in any class size or discipline.



Learner-CenteredTeaching—WhereShould I Start?Presented by: Maryellen Weimer,Ph.D.

With learner-centered teaching, students

take more responsibility for their learning.

Learn three strategies that demonstrate

learner-centered approaches that benefit

teachers and students. Discover how tohelp increase your students’ abilityto learn.

What Can I Do toIncrease StudentRetention?Presented by: Debi Moon, J.D. andRob Jenkins, M.A.

No educator wants to see a student drop a

class … or leave school. The good news is

there are meaningful, proactive steps you

can take to give every student a better

chance to succeed. Learn how you canhelp students “stick with it” andattain their dream of a collegedegree.

What If a Student Asks aQuestion I Can’t Answer?Presented by: Therese Huston, Ph.D.

You don’t need to panic when you are

asked a question you can’t answer. Learn

how to respond to even the toughest

questions with confidence and credibility.

Get effective strategies for managingthese awkward classroom moments.

What Learning ActivitiesHelp Student VeteransSucceed?Presented by: Bruce Kelley, Ph.D.

Student veterans know transitioning back

to civilian life involves switching barracks

and battlefields for a new training ground

– a college campus. Learn practicaltechniques you can implementimmediately to help studentveterans succeed. This program is also

available in the Student Veteran 4-pack

(page 6).


How Can I UseIcebreakers to Connectwith Students?Presented by: Alice Cassidy, Ph.D.

Learning about your students is a key to

motivating them. But what is appropriate,

relevant, and feasible? Explore a varietyof icebreaker techniques that can beused outside or inside class time.

How Can Objects andAnalogies Improve MyTeaching?Presented by: Kenneth L. Alford,Ph.D.

Encouraging students to make new

connections with course materials is

essential in higher education. Thisprogram introduces innovative waysto increase student engagement.

How Do I Get MoreStudents to Participate inClass?Presented by: Maryellen Weimer,Ph.D.

Increased participation helps energize and

motivate teachers and students alike

because of the stimulation and excitement

created by increased interaction. Learn18 different ways to encourage moreclassroom participation with yourstudents.

How Do I Get Students toRead Their AssignmentsBefore Class?Presented by: Maryellen Weimer,Ph.D.

Many students come to class without

having done the reading. Get strategies

that you can use to help students learn the

value of reading. Learn constructive,specific ways to motivate yourstudents to come to class prepared.

How Should I Respond toWrong (or Not Very Good)Student Answers?Presented by: Maryellen Weimer,Ph.D.

When a student answers a question with a

wrong answer, your response can increase

or decrease the likelihood of future

participation. Find out how to replyeffectively to incorrect or pooranswers from students.



How Can I Make My Course ContentMore Accessible? Presented by: Elizabeth Harrison,Ph.D.

See ways to make commonly disbursed

information more accessible to all

students. You will use a process to“solve” different types ofaccessibility issues related topresentation and acquisition ofinformation. This program is also

available in the Universal Design 4-pack

(page 6).

How Can I Make the Activities in MyCourse More Inclusive? Presented by: Elizabeth Harrison,Ph.D.

Gain insights on how to engage all students

in course material. These could include

physical, verbal, social, and/or emotional

methods. Discover how to choose ordesign modes of engagement thatgive all students equitableopportunity to participate andlearn. This program is also available

in the Universal Design 4-pack

(page 6).

How Can I Teach CriticalReflection in STEMCourses?Presented by: Barbara Jacoby,Ph.D.

Through critical reflection, students

engage in the process of analyzing,

reconsidering, and questioning their

experiences within the broad context of a

discipline. Get insights on how toincorporate critical reflection inSTEM and learn three steps in thedesign of critical reflectionactivities.

How Do I Design Coursesto Enhance StudentVeterans’ Success?Presented by: Bruce Kelley, Ph.D.

Military service is a formidable

educational experience and veteran

students come to the classroom with

leadership training and real-world

knowledge. Understand how to usecourse design to help studentveterans succeed. This program is

also available in the Student

Veteran 4-pack (page 6).


SYLLABUS & COURSE DESIGN

Can Service-LearningWork in My Discipline?Presented by: Barbara Jacoby, Ph.D.

If you’re wondering whether—and how—

service-learning might work in your

courses, you’ll appreciate this focused look

at service-learning opportunities.

Discover the benefits of introducingservice-learning into courses in anydiscipline area.

How Can BackwardDesign Make MyCourses MoreAccessible? Presented by: Elizabeth Harrison,Ph.D.

This program explains how to use the

backward course design process to develop

assignments that are accessible to students

with varying abilities. Learn multipleways students can demonstratemastery of learning goals. This

program is also available in the Universal

Design 4-pack (page 6).

How Can I CreateEffective Mini-Lectures?Presented by: Christy Price, Ed.D.

Based on research in cognitive and

educational psychology, and integrating

best practices from business and teaching

theories, this session offers you theinsights you need to upgrade yourteaching and the practical guidanceto help you get started.

How Can I CreateMeaningfulAssignments for MyStudents? Presented by: Linda Suskie

Students are sometime confused by

assignments and what they hand in isn’t

what you are looking for. Discover howto craft assignments that will helpyour students understand thematerial and accomplish learninggoals. This program is also available in

the New Instructor Essentials 4-pack

(page 5).

How Can I ImproveLessons with a 4-stepPlan?Presented by: Mary C. Clement,Ed.D.

Lesson planning is a complex process that

can take hours and hours of your time.

Learn a 4-step plan that simplifiesthe planning process and createseven stronger, more engaginglessons.



TEACHING WITHTECHNOLOGY

How Do I Convert a F2FCourse to a HybridCourse?Presented by: Jill Schiefelbein

Converting an existing course into a

blended learning course presents multiple

challenges to the instructor. What current

content can I use? What needs to be

created? What technologies to use? Getexpert advice and the answers youneed in this program.

In Blended Courses,What Should StudentsDo Online?Presented by: Ike Shibley, Ph.D. andTimothy Wilson, Ph.D.

For instructors interested in exploring

blended learning, deciding which course

elements to teach face-to-face and which

to address through online technology can

be a major stumbling block. Explore aframework for making thoseessential educational judgment callsin this program. This program is also

available in the Blended Learning 4-pack

(page 4).

Should I Use ADDIE as aDesign Map for MyBlended Course?Presented by: Ike Shibley, Ph.D. andTimothy Wilson, Ph.D.

ADDIE stands for Analysis, Design,

Development, Implementation, and

Evaluation. It is a theory-driven,reality-tested approach to blendedcourse design. Discover how to usethis helpful course design format.This program is also available in the

Blended Learning 4-pack (page 4).

What Is BlendedLearning?Presented by: Ike Shibley, Ph.D. andTimothy Wilson, Ph.D.

Blended learning, which combines face-to-

face classroom instruction with supervised

online activities, is one of the hottest

course design models in higher education

today. Learn how to take advantage ofonline technology to better yourstudents’ learning experience andimprove your instruction. This

program is also available in the Blended

Learning 4-pack (page 4).

What Three Things CouldI Do to Improve MyBlended Course?Presented by: Ike Shibley, Ph.D. andTimothy Wilson, Ph.D.

Effective blended course design requires

faculty to reconsider their role in learning.

Understand how to rethink yourapproach to students, teaching,technology, and your colleagues. This

program is also available in the Blended

Learning 4-pack (page 4).

To order call 800-433-0499, ext. 2 or visit www.magnapubs.com/online/mentor 23Magna 20 Minute Mentors22

How Do I Develop a High-Impact CapstoneCourse?Presented by: Barbara Jacoby, Ph.D.

Capstone courses are a cumulative

learning experience that requires senior

students to complete a project that helps

them integrate and apply what they have

learned. Find out what a well-designed course looks like and howto develop your own capstonecourse.

How Do I Get Startedwith Service-Learning?Presented by: Barbara Jacoby, Ph.D.

If you’re wondering whether—and how—

service-learning might work in your

courses, you’ll appreciate this focused look

at service-learning opportunities.

Discover the benefits of introducingservice-learning into courses in anydiscipline area.

Is Team Teaching Rightfor Me?Presented by: Ike Shibley, Ph.D.

If you’re considering team teaching, there

are some things you need to know in order

to enjoy the benefits and avoid the pitfalls.

Explore whether you and a colleaguewould be a good fit for teamteaching.

Is Your Syllabus Sendingthe Wrong Message?Presented by: Maryellen Weimer,Ph.D.

Your syllabus and classroom policies set

the tone for your class, but they may not be

creating a welcoming learning

environment. Learn tips designed tohelp you use classroom policies tosupport student engagement and asmooth-running classroom.

What Are Five Tipsfor Writing EffectiveLearning Outcomes?Presented by: Linda Suskie

Learning outcomes can be like the three

bears: Too broad, too picayune, or just

right. Learn how to write "just right"learning outcomes that help youteach and grade in a way that resultsin student learning. This program is

also available in the New Instructor

Essentials 4-pack (page 5).


ONLINE ENGAGEMENT

How Can DocumentSharing Tools HelpStudents Collaborate?Presented by: John Orlando, Ph.D.

Document sharing software is a proven

and effective way to facilitate more

productive and enriching group work.

Find out how to use free documentsharing systems to improve learningat your campus.

How Do I CreateEngaging ThreadedDiscussion Questions?Presented by: John Orlando, Ph.D.

All too often discussion questions are

poorly designed and end up frustrating

students and instructors alike. To avoid

this, it’s critical to create discussion

questions that foster dynamic learning

experiences. Stop “spinning yourwheels” with discussion approachesthat do not work.

How Do I SetStudents Up forSuccess in OnlineCourses?Presented by: Jill Schiefelbein

Discover how you can transform course

introductions from ho-hum exercises in

housekeeping into time-saving,

inspirational new beginnings. Learn howto use course organization,appearance, structure, and onlineresources to create first impressionsthat set the stage for positivelearning experiences and onlinestudent success.

What Do StudentsWant in OnlineCourses?Presented by: Jill Schiefelbein

This session shows you how to meet online

students’ desires without sacrificing your

standards. After watching, you willunderstand student perspectives ononline education and how theirfeedback can help you create a betterclass experience.


ONLINE COURSE DESIGN

How Can I Get StartedWith the VirtualClassroom?Presented by: Jill Schiefelbein

The virtual classroom is a way to foster

synchronous interaction between students

and the instructor, and provide a

classroom-like feel for online students.

This program offers checklists andsuggestions to help you get started.This program is also available in the New

Instructor Essentials 4-pack (page 5).

How Can I Set TimeManagementPriorities in OnlineTeaching?Presented by: Jean Mandernach,Ph.D.

The challenge to providing detailed

feedback to online students’ work lies in

the time investment. Discover ways toprioritize online teaching tasks,create a teaching schedule, establishtime limits on instructional tasks,and incorporate instructionalstrategies to streamline repetitivetasks so you can give the necessaryfeedback to enhance learning.

How Do I ChooseBetween Synchronous &Asynchronous Activities?Presented by: Jill Schiefelbein

Often online instructors are caught in the

synchronous-asynchronous paradox. What

technologies to use? What about student

interaction? What is more effective?

Get answers to these questions inthis program.

How Should I ManageMy Online Course?Presented by: Ann Taylor

Managing the workload of an online

course can be more challenging than

managing a face-to-face course. Learnhow to create an online instructor’scourse manual that will help youstay organized, manage workload,and keep students working towardthe learning goals.

I’m Teaching Online NextTerm: What Do I Have toKnow?Presented by: Larry Ragan, Ph.D.

In some situations the opportunity to

teach online may not come with a lot of

time to get prepared. Learn the 12surefire “steps” that will guide youthrough the preparation for onlineteaching success.


TEACHING ONLINE

Peer Reviews of OnlineTeaching: What WorksBest?Presented by: Ann Taylor

Peer reviews help ensure quality online

teaching. When conducting onlinefaculty peer reviews, guidance forthe reviewer is vital and thisprogram shows you where to start.

What Are theCommunication ‘Musts’in an Online Course?Presented by: Jill Schiefelbein

Online teaching creates a communication

challenge, as in-person instructors need to

communicate through mediated

technologies. Discover thecommunication “musts” to follow ifyou want to develop a strongrelationship with students andpromote an effective learningenvironment.

TECHNOLOGY

How Do I UseVoiceThread for OnlineStudent Discussions?Presented by: John Orlando, Ph.D.

VoiceThread allows educators to host

secure conversations so students can post

comments within a lecture. Discover thebenefits of VoiceThread and how itcan positively impact your teaching.

Where Can I Find FreeTools for Holding OnlineOffice Hours?Presented by: Barry Dahl, Ph.D.

Off-site office hours for online faculty

might sound problematic, but you can

connect electronically with students in a

one-to-one or a one-to-many real-time

environment online. This programreviews three free, simple web-based tools that will enable you to dojust that.


ONLINE GRADING & FEEDBACK

How Can I Enhancethe Impact ofFeedback in OnlineClasses? Presented by: Jean Mandernach,Ph.D.

Research clearly establishes the value of

feedback for enhancing student learning,

yet providing efficient feedback is

challenging. This presentation willexamine the impact of incorporatingalternative approaches to studentfeedback including feedforward,one-to-many, and multimediastrategies. This program is also available

in the Supporting Learning Outcomes 4-

pack (page 5).

How Can I Make My Exams MoreAccessible?Presented by: Elizabeth Harrison,Ph.D.

Exams are given so students can

demonstrate their learning and all

students should have an equitable

opportunity to do that. This programshows you multiple ways you canmake your exams more accessible interms of format, language, andtesting time. This program is also

available in the Universal Design 4-pack

(page 6).

How Can I UseTechnology toCreate CustomAutomated Feedback? Presented by: Jean Mandernach,Ph.D.

Providing sufficiently detailed feedback in

the one-to-one format of the online

classroom can be time-consuming and

overwhelming. This session provides

strategies to help you automate repetitive

feedback tasks. You will learncharacteristics of effective feedbackbanks as well as an overview oftechnologies for organizing, storing,and implementing feedback. This

program is also available in the Grading

Best Practices 4-pack (page 4).

How Can I Use VoiceFeedback to ImproveStudent Learning?Presented by: John Orlando, Ph.D.

Find out the benefits of using voice

feedback and incorporate this approach

successfully into your teaching practices.

Choose the right type of feedback forthe information or message youwant to communicate.


Teaching Online

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You’ll receive 32 weeks of Monday

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Magna Publications... more than just 20 Minute Mentors

Did you know we have many other highereducation professional development materials?Visit Magna Publications online atwww.magnapubs.com for a complete selection of our resources including…


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