- About CEE
- A student’s perspective: How two instructors created connection online
- Welcome to your new Zoom classroom
- Kevin Lam: “Students appreciate every little thing we do that shows that we care”
- Sheri Fabian: “I embraced a flexible approach”
- Sarah Johnson: “The biggest change I made was to switch to asynchronous delivery”
- Nicky Didicher: “I’m finding my job less exhilarating”
- Mark Lechner: “You have to be OK with things going sideways”
- Nienke van Houten: “They really valued my clear and upfront approach”
- How can we support remote instruction at SFU?
- Crowdmark: A more efficient way to grade student assessments
- The unexpected benefits of a shorter syllabus
- Photo gallery: Talking shop at Teaching Matters
- Watch the video: Faculty members discuss SFU's new instructor-led online course model
- Bridges and booster rockets: CEE's new senior director talks about teaching support
- Meet the Centre for Educational Excellence leadership team
- A biology instructor rethought her students’ role—and her own
- Photo gallery: SFU’s 24th Annual Spring TA/TM Day
- Photo gallery: SFU's 9th Annual Winter Warm-up
- If you build it, will they come?
- “My students didn’t look like they were having fun”: Three additions to the TA/TM Stories podcast series
- View the furniture, share your thoughts—online
- An upgraded Canvas Gradebook is coming in January
- Share your thoughts on the furniture in SFU classrooms
- DEMOfest presenter slides
- Photo gallery: 5th Annual DEMOfest
- Teamwork needs to be taught
- TA/TM Stories: Three new podcasts explore the teaching experiences of grad students
- Can it be done? A math instructor attempts to indigenize her course
- Answers to your questions about SFU's new approach to online education
- Photo gallery: The CEE Open House
- Do you know your faculty teaching fellow?
- Instructor-led online courses: How one faculty member prepared for the new model
- Photo gallery: SFU's 34th Annual Fall TA/TM Day draws a crowd
- Connecting people and crossing artificial divides: An interview with Elizabeth Elle
- Sessional instructors can now be included in online course evaluations
- Don't say this to your class—a student shares his experience
- How one lecturer is using podcasts to make course concepts more real in her online course
- Photo gallery: Rain, burgers and smiles at the 2019 President's Employee BBQ
- Five questions and answers about the creation of CEE
- A redesign made this course more engaging for students—and the instructor
- CPUTL: A graduate student describes her experience
- Course and curriculum support
- External professional development opportunities
- Learning and teaching technology
- Multilingual learners
- Remote teaching support
- Teaching and learning inquiry
- CEE Staff Login
Supporting student success
What to consider
Supporting student success typically involves supporting both learning and well-being. In this time of COVID-19 and remote instruction, your students are dealing with additional factors such as online learning, anxiety arising from the world situation and social isolation, and differing home situations that contribute to enhanced equity issues.
In 8 Ways to Improve Your Course (Inside Higher Ed, August 11, 2020), Steven Mintz suggests a number of actions for instructors:
- Build a personal connection with your students.
- Motivate your students.
- Help students maintain focus.
- Create a sense of community.
- Make discussions meaningful.
- Increase student engagement.
- Address equity issues.
- Identify and support struggling students.
What are the options?
- Accessible Teaching in the Time of Covid-19 | Blog post, Mapping Access
- Dos and Don'ts on Designing for Accessibility | Blog post, Government of the UK
- Remote Learning Resources | Web page, CAST.org
- How to Make Online Learning More Accessible—Top Ten Tips | PDF document, Centre for Educational Excellence
- Inclusion, Equity, and Access While Teaching Remotely | Online article, Rice University, Centre for Teaching Excellence
- A Mindset, Not a Program: Equity, Diversity and Inclusion in the Time of COVID-19 | Online article, Academica Forum
Emotional well-being and managing anxiety
- 10 Ways to Embed Well-being into Remote Learning Environments | PDF document, SFU Health Promotion
- Leading Our Classes Through Times of Crisis with Engagement and Peace | Online article, Faculty Focus
- Leveraging the Neuroscience of Now | Online article, Inside Higher Ed
- The Single Most Essential Requirement in Designing a Fall Online Course | Blog post, HASTAC.org
Instructor presence and infusing courses with a human element
- 5 Ways to Make Online Learning More Interactive | Online article, Education First
- Creating a Sense of Instructor Presence in the Online Classroom | Online article, Faculty Focus
- Creating an Effective Online Instructor Presence | PDF document, Columbia University, Community College Research Center
- Five Strategies for Enhancing Instructor Presence in Online Courses | Web page, University of Houston, Instruction @ UH
- The Importance of Instructor Presence in Online Learning | Online article, University of North Texas, UNT Teaching Commons
- The Human Element in Online Learning | Online article, Inside Higher Ed
- Humanizing Online Teaching | Google document, Saint Mary’s College of California
Study habits and managing at-home learning
- Adjusting Your Study Habits During COVID | PDF document, University of Michigan, Center for Academic Innovation
Creating a safe learning environment
- Keeping It Civil Online | Online article, Inside Higher Ed
- Pedagogies of Care: Open Resources for Student-Centered and Adaptive Strategies in the New Higher-Ed Landscape | Collection of PDF documents, West Virginia University Press
- Student Success in Remote Learning | Canvas shell with resources for students, SFU Centre for Educational Excellence
- Communication with students | Module in Canvas shell on Effective Remote Instruction, SFU Centre for Educational Excellence