March - Week 3

Hello Everyone-
Check out the information below about activities at the Faculty Center and beyond. There's a lot going on.
Have a great week!

The activities below will take place in the Faculty Center (Classroom Building One, Room 207) unless otherwise noted. This semester, we’re experimenting with workshop RSVPs. If you would like to attend one of this week’s workshops, please email with the title and date of the workshop to reserve your spot. If you would like to participate virtually, please include that in your response and we will try to accommodate your request.

Monday, March 21st
Workshop: Active Learning in Online Courses 1:00 p.m. to 2:00 p.m. in CB1-205. See details below.

Tuesday, March 22nd
Workshop: Inquiry-Based Learning 10:00 a.m. to 11:00 a.m. in CB1-205. See details below.

Wednesday, March 23rd
Workshop: Service-Learning and Experiential Learning 12:00 p.m. to 1:00 p.m. in CB1-205. See details below.

Thursday, March 24th
Workshop: Flipping the Classroom 10:00 a.m. to 11:00 a.m. in CB1-205. See details below.
Faculty Writing Club 10:00 a.m. to 12:00 p.m.
Workshop: Team-Based, Problem-Based, and Project-Based Learning 2:00 p.m. to 3:00 p.m. in CB1-205. See details below.

Friday, March 25th
Writing a Journal Article in Twelve Weeks Faculty Development Cohort 10:00 a.m. to 11:30 a.m. in CB1-205
Faculty Writing Club 10:00 a.m. to 12:00 p.m.

Active Learning in Online Courses
Anna Turner
After a brief overview of active learning in an online environment, we will listen to a panel of online instructors at UCF share their experiences and assignments. At the end of the session, there will be time for discussion with the panel. 

Inquiry-Based Learning
Anna Turner
Inquiry-based learning (also known as inquiry learning or guided inquiry) is a student-centered, question-driven method of instruction. The process involves an interactive cycle whereby students learn content through exploration. In this workshop, we’ll discuss the role of the instructor as well as how to implement inquiry-based learning across disciplines.

Service-Learning & Experiential Learning
Melody Bowdon
In this session, faculty will learn about models of service-learning and other experiential learning practices that can be incorporated into classes in any discipline. We will discuss definitions, examples of activities, challenges (including creating effective partnerships and conducting meaningful assessment), and more.

Flipping the Classroom
Melody Bowdon
This workshop will introduce faculty members to the basic components of flipping the classroom, a model that shifts the bulk of formal content acquisition in a course to students’ own time and reserves class time for more active and experience-based activities, such as demonstrations, problem-solving, etc.

Team-Based, Problem-Based, and Project-Based Learning
Anna Turner
In this workshop, we’ll discuss different types of collaborative learning and how to implement them effectively, including how to design collaborative assignments, scaffold assignments throughout the semester, manage teams, and evaluate assignments and team work.

Wednesday, Mar 232016, Noon – 1:00pm, Student Union, Siesta Key Boardroom, Room 225. CSWF Book Club. Presumed Incompetent: The Intersections of Race and Class for Women in Academia. Edited by Gabriella Gutierrez y Muhs; Yolanda Flores Neimann; Carment G. Gonzalez; Angela P. Harris. (Discussing Chapters: 11, 12 and 14).  Presumed Incompetent is a path-breaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. No RSVP needed.

Friday, March 25, 2016, Noon – 12:30 PM, Biology Building (Building 20) Room 112.  Private Tour of the Bug Closet. The Bug Closet is UCF's research arthropod collection. It was founded in 1993 by Stuart Fullerton. Originally it fit inside a closet-sized room, hence the name.  Over the years it has expanded and now holds over 500,000 specimens, primarily wasps and beetles. Many of the specimens are used in taxonomic studies, ecological studies, and other research.  During the tour, you will see amazing pinned insect specimens, learn about the field of entomology, and even have a chance to pet some live insects (if you’re feeling daring).  Tour Guide: Erin Barbeau, Biology Outreach Coordinator.  No RSVP needed.

Tuesday, March 29 at 1:00 in LIB-161b
Please join us to learn about the role of synchronous communication in asynchronous online courses. The ability to communicate in real time through media such as text, audio, and video, can enhance the online learning experience by providing dynamic opportunities for social connection, collaborative problem solving, and collective reflection. However, issues related to synchronous communication include scheduling conflicts, technical support, and the perception that it is extra or busy work. In this session, we will share strategies to incorporate synchronous elements that enhance engagement and learning within online courses for instructors and students. Concrete examples of applying these synchronous strategies will be shared by an instructor.

Register to attend face-to-face or online:
 For any questions, please contact Aimee deNoyelles at

UCF Sociology presents an intriguing key note talk by Dr. Bonilla-Silva, Professor and Chair of Sociology at Duke University, and an open dialogue on racism and prejudice in the era of the #BLM movement inside and out of the university with a distinguished panel of race scholars and activists moderated by Dr. J. Scott Carter.
Panelists include:

  • Dr. Cameron Lippard, Associate Professor of Sociology, Appalachian State University
  • Fr. Jabriel Ballentine, Executive Council Member for the Episcopal Church, Liaison to the Church's Commission on Anti-Racism
  • Dr. Tashel Bordere, Assistant Professor of Human Development and Family Studies, University of Missouri
  • Semline Delva, Cultural Director, Multicultural Student Center, University of Central Florida

Tuesday, March 29, 2016
Classroom Building 2 in Room 207, 3 to 5:30 p.m.

The rising cost of textbooks over the last decade is having a negative impact on student success in college.  A 2014 U.S. PIRG Education Fund report found that 65% of college students reported not purchasing a textbook due to cost, and 95% of those students said they suffered academically because of it.  In response to this crisis, the use of Open Educational Resources (OER) is on the rise as post-secondary institutions and individual faculty members attempt to decrease educational costs for students and improve student success.  The Hewlett Foundation defines OER as “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.  Open education resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.”

The information gathered by this survey about current efforts to reduce the costs of textbooks to students through the use of OER and other means will assist the Florida Virtual Campus (FLVC)* in establishing a statewide infrastructure to support these activities.  The goal is to reach as many librarians, instructional technology/design staff, and teaching faculty as possible. 

The potential benefits of this study include lowered educational costs for students, increased support for the use of OER and other resources in the classroom, and professional development opportunities.  The potential risks of participating in the survey are minimal.  It will take about ten minutes to complete the survey.  Your responses will be automatically compiled in a spreadsheet and cannot be linked to you unless you choose to identify yourself. 

By clicking on the link below you acknowledge that you agree to participate in this survey:

Please complete the survey by Friday, March 25, 2016. Thank you for your participation!
*FLVC is legislatively mandated to “promote and provide recommendations concerning the use and distribution of open-access textbooks and education resources as a method of reducing cost.” (FLVC is an organization designated in Florida Statute to serve Florida’s public universities and colleges.)

Nine-month faculty can enroll in the twelve-month payment option plan during open enrollment, from April 1 to June 30, 2016. During the academic year (Fall 2016 - Spring 2017), 9-month faculty may choose to have designated amounts deducted from their paychecks in order to receive pay over summer 2017. UCF will hold the money until the summer, when the money will be repaid to the employee in 5 equal payments. The calculator, required form, and FAQ are available on the HR Website under Twelve Month Payment Option (right-hand column): All 9-month faculty are encouraged to update and periodically monitor their email accounts; information is also distributed directly to relevant employees via email.  Questions should be directed to

Applications open: March 10, 2016
Applications due: May 10, 2016
Apply at:

Are you interested in helping educate students on their rights and responsibilities as University community members, facilitating an understanding of the balance between individual and community rights, and promoting a safe and inclusive atmosphere conducive to student success? Are you excited about encouraging students to embody the tenets of the UCF Creed, integrity, scholarship, community, creativity and excellence?

The Office of Student Conduct is looking for UCF faculty/staff and student community members who are dedicated to upholding the above-mentioned principles to apply to serve on the 2016-2017 Student Conduct Review Board.

Any undergraduate/graduate student, faculty or staff member in good standing with the University is eligible to apply. Students must maintain at least a 2.5 GPA and full-time status. Applicants must uphold all University policies. Other requirements include the ability to work well with others; sensitivity and respect for others, openness to differences, and the ability to maintain strict confidentiality of all student conduct information.

Newly selected conduct board members will receive extensive training on the Rules of Conduct policies and procedures, as well as improving skills in listening, questioning and decision-making. There will also be an opportunity to practice these skills prior to hearing actual cases through involvement in a mock hearing and various shadowing opportunities. Additional training and information sessions will be held during the year to continue to develop and improve skills and knowledge to help in effectively serving on a conduct review board.  New Conduct Board members will be trained in two days in between the Summer Fall 2016 academic terms, with sessions taking place on Tuesday, August 16, 2016 and Wednesday, August 17, 2016.

Time Commitment
Conduct Board members serve as often as their schedules permit. Each year we average around 300 formal hearings, so there will be plenty to choose from! Most hearings take between 2 and 3 hours and are conducted during 8am-5pm, Monday-Friday. Conduct board members serve on 1-2 hearings a month (with an opportunity for more) as either a member of a panel, or a solo administrative hearing officer.

How to Apply
You can find an application at
Please fill out the application in its entirety online. Incomplete applications will not be considered. If you have any questions about the application, please contact Rosemarie Timothy at Applications will open on March 10, 2016 and are due by 5:00 p.m. on May 10, 2016.

Following the submission of the application, selected applicants will move on to our group interviewing phase will be contacted in early to mid-June.  Selected candidates will be notified late June.  If you have any questions, please feel free to contact us at (407) 823-4638 or email us

The Course Preview tool is available to advertise a tentative syllabus to potential students who are registering for classes. This information is not automatically available to all students. Faculty must opt-in to this feature. The tentative syllabus can only be seen by current UCF students and is not available via the public search for classes. For more information on how to construct a course preview, visit: For instructions on how to opt-in to this feature, visit:

The editorial board of the Teaching Online Pedagogical Repository (TOPR) is pleased to announce a call for submissions for new TOPR entries from now until April 30, 2016. Selected entries will be announced in May 2016. Please consider submitting an entry using the submission form at: You may wish to review the entries selected from the previous call for submissions: . As you may know, this peer-reviewed scholarship of teaching and learning (SoTL) resource is emerging as a go-to destination for faculty/designers in search of ideas for online and blended courses. Each entry is highly focused on one teaching practice with a solid description, concrete example(s), relevant professional practice or research literature, and key words connecting to other practices.

It’s a national election year, and the UCF Diversity Week will seek to engage our campus community on the impact of political debate and government structure on diverse individuals and groups. Our theme is “Empowering Diverse Voices in Our Democracy.” We need the help of our awesome faculty! Please share the 2016 Diversity Week Student Poster Contest with your students. The winning poster will reflect a campus that values diversity and inclusion and successfully represents our theme through the power of visual art. Please visit our website to download the poster competition rules/application

Join a faculty writing club to start your spring semester off with a focus on productivity and camaraderie. Having trouble getting into a good writing rhythm? Need to get away from your office to get a change of perspective and a little privacy? Forget the coffee shop—join your colleagues on Thursday and Friday mornings from 10 a.m.-12 p.m. in FCTL for a loosely structured writing session. We'll take five or six minutes each week to go around the room and state a goal for the time block and then spend the rest of the time working on our individual projects. Bring your own laptop or use an FCTL computer. And of course there will be coffee. Everyone is welcome!

The Faculty Center is happy to share information about events or activities that are relevant to faculty in the listserv each week. If you would like to request that we include an announcement, please email me  a paragraph (three to four sentences) including a link to additional information if appropriate, by close of business on Wednesday for inclusion on the following Sunday. Due to technological constraints we cannot include attachments or HTML formatted text. Remember to include critical details like the place and time for the event and feel free to suggest a headline. Just send your announcements to me at and we will help to spread the word.


Faculty Spotlight View Other Award Winners

Jennifer Kent-Walsh
College of Health and Public Affairs Jennifer  Kent-Walsh Goals & Foundational Principles Beyond striving to ensure that students learn the fundamental content of the courses I teach, my objectives as a university teacher are as follows: (a) to foster critical thinking skills; (b) to facilitate the acquisition of lifelong learning skills; (c) to help ...

Michael Strawser
College of Arts and Humanities Michael   Strawser Three goals that are central to my overall teaching philosophy are energy, respect, and edification. Energy: I believe that a good teacher should be dynamic, enthusiastic, and passionate for the subject, very knowledgeable and competent in communicating his or her knowledge. These are prope...

Ezekiel Walker
College of Arts & Humanities Ezekiel   Walker Teaching is my passion. For me the classroom provides a forum both for the impartation of knowledge and for the exchange of ideas, those of my students, and those of the authors we read. Through our interaction, I find that I am intellectually challenged and fulfilled. In order to facilitate an intellectual atmosp...