As a result of engaging in this EWG, participants will be able to:

• Examine the key features of outcomes-based assessments and their role in demonstrating student learning and understanding
• Distinguish between formative and summative assessments and identify opportunities to use each in your course curriculum
• Evaluate methods to encourage meaningful engagement in your class discussions
• Develop or modify one of your assessments to align with student learning outcomes and encourage real-world application for one or more Fall 2021 semester course(s)

• Theoretical basis of best practices for authentic/alternative assessments
• Approaches for creating project-based or scaffolded projects that engage students and ease grading burden
• Strategies to develop engaging online discussions that move beyond the “post one, respond two” format
• Methods for fine-tuning one or more existing assessments (including any assignment from an online course regardless of whether you are the instructor, course author, or course steward)
• Opportunities to establish networks, collaborate with colleagues and share your creations with the group

• Virtual Synchronous Meetings: Tuesdays from 9-11 a.m.
• 6-week duration; virtual synchronous meetings starting Tuesday, June 15 and meeting weekly until July 20 (June 15, June 22, June 29, July 6, July 13, July 20)
• 6 working meetings; including (but not limited to): conversation; overview of scholarly sources and best practices; presentation and demonstration; experiential practice; collaboration and feedback

To successfully complete this EWG, participants will be required to:

• Attend and participate in at least 5 of the 6 scheduled meetings
• Create an accessible and engaging alternative assessment, or modify one of your existing assessments, for use in one or more Fall 2021 semester course(s)
• And, working in collaboration with E-Campus, share lessons learned, tips, tricks, or strategies with colleagues through at least one of the following:
  • Create job aids or ‘how-to’ guides
  • Write a ‘quick read’ article
  • Record a video
  • Present at a department meeting, E-Campus event, or alternative
  • Share what you’ve done through social media channels
  • Mentor a first-year faculty/instructor
  • Create examples and templates
  • ...and additional possibilities

As a result of engaging in this EWG, participants will be able to:

• Understand the different laws regarding accessibility in higher education
• Explain the importance and benefits of designing accessible materials for people with disabilities
• List common barriers experienced by people with disabilities
• List the different types of accommodations MUR encounters most often for students with disabilities
• Apply basic UDL strategies to make materials more inclusive.
• Apply basic principles of accessibility during the preparation of web content, text-based documents (PDF, Word, Docs), and video.
• Apply Canvas functions and strategies to accommodate students in need of extended time on assignments.
• Learn about the MUR resources available to faculty, staff, and students with disabilities.

• Accessibility overview - laws, guidelines, barriers, and benefits
• Different types of accommodations we encounter most often for students with disabilities
• Web accessibility
• Content authoring
• Images and multimedia
• Creating accessible documents (PDF, Word, Docs)
• Creating closed captioning and transcripts
• Canvas LMS functions and features
• Accessibility checkers

• 12-week duration; starting the week of October 8 and meeting roughly bi-weekly throughout the remainder of the term.
• 6 working meetings (Oct 8, 22, 29, Nov 5, 19, Dec 3); including (but not limited to): presentation, demonstration, conversation, facilitated guidance, practice sessions.
• Reading guides on accessibility
• Guest speakers

In order to successfully complete the EWG, participants will be required to:

• Attend and participate in a minimum of 5 of the 6 scheduled meetings.
• Create at least one example for each of the types of accessible materials presented (e.g. accessible text-based document; video with closed captions, web design (via email, webpage, Canvas page, etc)
• And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
  • Create job aids or ‘how-to’ guides
  • Write a ‘quick read’ article
  • Record a video
  • Present at a department meeting, E-Campus event, or alternative
  • Share what you’ve done through social media channels
  • Mentor a first-year faculty/instructor
  • Create examples and templates
  • ...and additional possibilities

As a result of engaging in this EWG, participants will be able to:

• Identify the theoretical basis for the importance of instructor-student engagement in the online environment
• Examine successful practices of instructor presence in the online environment
• Create modules, screencasts and videos, discussion boards, and feedback in order to be more visible to students
• Increase communication with students
• Explore possible solutions to the challenges of instructor presence in the online classroom

• Theoretical basis for instructor presence in courses with web-based features
• Pre-semester communication plans
• Introductory Canvas prework modules
• Recurrent and enhanced communication
• Various modalities of feedback in Canvas
• Discussion board best practices
• Solutions for challenges and barriers to online instructor-student relationships

• 12-week duration; starting the week of October 9 and meeting roughly bi-weekly throughout the remainder of the term.
• 6 working meetings (Oct 9, 23, 30, Nov 13, 20, Dec 4); including (but not limited to): conversation, review of scholarly sources, presentation and demonstration, experiential practice.
• Reading guides on instructor presence
• Relating philosophical and practical approaches to instructor visibility
• Guest speakers

In order to successfully complete the EWG, participants will be required to:

• Attend and participate in a minimum of 5 of the 6 scheduled meetings.
• Create at least one example for, or otherwise demonstrate, each of the tools presented (e.g. creating prework modules, enhancing communication, etc.) by the end of Fall term.
• And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
  • Create job aids or ‘how-to’ guides
  • Write a ‘quick read’ article
  • Record a video
  • Present at a department meeting, E-Campus event, or alternative
  • Share what you’ve done through social media channels
  • Mentor a first-year faculty/instructor
  • Create examples and templates
  • ...and additional possibilities

As a result of engaging in this EWG, participants will be able to:

• Enhance or create a more robust Canvas course template for a face-to-face class
  • Course may include features such as the Regionals template, modules, Canvas quizzes, Canvas assignments with clickable rubrics, weighted grades, or more
• Locate and utilize Canvas guides for instructors and for students
• Identify multiple ways to provide student feedback through Canvas
• Use programs such as Proctorio and TurnItIn to promote academic integrity

• Theoretical basis for instructor presence in courses with web-based features
• Preparing for the semester
• Course set up (for face-to-face courses)
• Creating continued instructor presence (for hybrid/online courses)
• Using Gradebook and SpeedGrader features
• Providing student feedback through Canvas
• Promoting academic integrity

• 12-week duration; starting the week of October 2 and meeting roughly bi-weekly throughout the remainder of the term.
• 6 working meetings (Oct 2, 16, 30, Nov 6, 20, Dec 4); including (but not limited to): conversation, course planning, review of scholarly sources, review of Canvas settings and features.
• Reading guides on Canvas/Instructure features
• Relating philosophical and practical approaches to personal work in online courses
• “Power User” guest speakers

In order to successfully complete the EWG, participants will be required to:

• Attend and participate in a minimum of 5 of the 6 scheduled meetings.
• Create at least one example for, or otherwise demonstrate, each of the strategies presented (e.g. setting up Modules; using Regionals Template, etc) by the end of Fall term.
• And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
  • Create job aids or ‘how-to’ guides
  • Write a ‘quick read’ article
  • Record a video
  • Present at a department meeting, E-Campus event, or alternative
  • Share what you’ve done through social media channels
  • Mentor a first-year faculty/instructor
  • Create examples and templates
  • ...and additional possibilities

As a result of engaging in this EWG, participants will be able to:

• Enhance or create a robust flipped course template for a face-to-face class
  • Course may include features such as the Regionals template, modules to organize lecture material and assignments, Canvas quizzes or assignments for students pre- and post-class, and more
• Locate and utilize Canvas guides for instructors and for students
• Identify multiple ways to provide lecture material through Canvas

• Preparing for the semester
• Course set up (Regionals template, modules, etc.)
• Providing lecture material through Canvas
• Promoting academic integrity

• 12-week duration; starting the week of October 1 and meeting roughly bi-weekly throughout the remainder of the term.
• 6 working meetings (Oct 1, 8, 22, Nov 5, 19, Dec 3); including (but not limited to): conversation, course planning, review of scholarly sources, review of Canvas settings and features.
• Reading guides on Canvas/Instructure features
• Relating philosophical and practical approaches to the flipped classroom
• “Power User” guest speakers

In order to successfully complete the EWG, participants will be required to:

• Attend and participate in a minimum of 5 of the 6 scheduled meetings.
• Create a Canvas template for a flipped course by the end of the Fall term.
• And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
  • Create job aids or ‘how-to’ guides
  • Write a ‘quick read’ article
  • Record a video
  • Present at a department meeting, E-Campus event, or alternative
  • Share what you’ve done through social media channels
  • Mentor a first-year faculty/instructor
  • Create examples and templates
  • ...and additional possibilities