Teaching IMprovement Activities

UNT-CLEAR Course Design Institute (SU17)

I earned a summer grant to participate in CLEAR’s Course Design Institute (CDI). My proposal centered on rethinking MUMH2040, Music Appreciation. This revision sought to distinguish the course content more fully from Music as Communication and to rejuvenate the hybrid/online components. Under the guidance of the CDI, I refocused the course objectives to center on two main threads: investigating the construction of the Western Art Music Canon and art music “masterpieces”; and rethinking the power of a chronological, canon-oriented, musical experience by listening to music in a way that focuses on musical aesthetics across time, space, and genre. By reviving the blended/online format, a class of 300+ students can learn in a variety of ways each week: large lectures; smaller, active-learning sessions; and independent, online-activities. For large non-major classes, this model seems particularly effective, and I was pleased with the fall results. My certificate of completion is attached here.

UNT-Online-Core Initiative (SU17)

I was selected to participate in the Provost’s Online Core Initiative, modifying MUMH1610, Music as Communication for an online offering. This rigorous summer-intensive program was a wonderful opportunity to learn about innovative pedagogical techniques, open-education resources, and online-course structuring. The course was offered for the first time Spring, 2018 successfully.

UNT-Core Signature Assignment Institute; Communal Assessment Participant (SU17)

I also focus on improving my Core signature assignments and designing Core courses. I was selected to participate in Liberal Education and America’s Promise (LEAP) Texas’s Signature Assignment Institute. This workshop focused on creating signature assignments for the UNT Core’s Social Responsibility learning objective—an objective that all of my Core courses are expected to satisfy. We workshopped assignments, implemented the assignments in our fall courses, and then submitted these assignments to LEAP Texas for communal assessment.

When needed, I continue grading signature assignments for Communal Scoring Core Courses. These experiences encourage me to reflect regularly on my own signature assignments and on more successful ways to realize Core course learning objectives.

UNT-TBL Workshop (SP19)

Spring 2019 I attended a Team-Based Learning Workshop, wherein I was certified in the first modules: Fundamental Principles and Practices of TBL Workshop and Creating and Effective Module Workshop. These workshops were incredibly informative and provided very useful models on how to incorporate Team-Based Learning in my own classes. My certificates of completion are attached here and here.

UNT - Teaching Portfolio Workshop & Preview (SP19)

Spring 2019 I participated in UNT’s Teaching Portfolio workshop. This experience was invaluable in how my mentors asked me to reflect on my teaching strategies, effectiveness, and goals. This website is the result of the incredible guidance of the practitioners. My certificate of completion is attached here. 

TEam-Based Learning Collaboration - International Conference (SP24)

Spring 2024 I participated in the Team-Based Learning Collaborative conference, completing my TBL Fundamentals. These fundamentals are outlined below, courtesy of the Team-Based Learning Collaborative.

Fundamental Principles and Practices of TBL

What is it?: The Knowledge of the Fundamentals of TBL Certificate is awarded to those who attend five (5) workshops delivered by a TBLC-Certified TBL Trainer-Consultant, Certified TBL Practitioner, or Candidate for either certification who is supervised by a Certified TBL Trainer-Consultant. The five workshops and their learning objectives are:

  1. Fundamental Principles and Practices of TBL

    • Describe the essential elements of TBL

    • Explain clearly and concisely how and why TBL works

    • Evaluate the benefits of using TBL

  2. Evaluating Multiple Choice Questions (MCQs) for Readiness Assurance Tests (RATs) and Application Activities

    • Compare and contrast MCQs for RATs, exams and applications

    • Link MCQs to session learning outcomes

    • Identify common errors and barriers to writing effective MCQ questions

  3. Peer Evaluation and Team Development

    • Identify characteristics of high and low performing teams

    • Compare and contrast systems and strategies for facilitating team growth

    • Apply strategies to empower teams to self-manage performance through peer feedback and evaluation

    • Identify common errors and barriers to successful teamwork and peer evaluation

  4. Improving Facilitation Skills for TBL

    • Justify the importance of learner motivation, participation and a positive learning environment

    • Compare and contrast facilitation roles and methods

    • Analyze the key characteristics of effective facilitators

    • Identify common errors and barriers to successful TBL facilitation

  5. Creating an Effective TBL Module

    • Apply backward design methodology to plan a TBL module

    • Construct application exercises that adhere to the 4S framework

    • Design readiness materials that motivate self-directed learning

    • Convert non-TBL course material into TBL format

    • Identify common errors and barriers during TBL module development

UNT- Certificate for Excellence in Online Teaching (FA23)

Fall 2023 I participated in UNT’s inaugural CETO class. CETO guides instructors in their application of inclusive, evidence-based teaching practices in online and face-to-face courses. The goal of this multidisciplinary learning community is to enhance student learning and foster belonging for instructors and students. This experience improved practices across my courses - both online and in-person.