We all need intentional faculty community, including PTL and teaching faculty.<\/p>\n\n\n\n
We need to continue to work to build integrated intra- and inter-campus support including DL, Libraries, IT, Student Success…<\/p>\n\n\n\n
The importance of self-care — for faculty and students — has been clearly revealed, isn’t going away, and is of particular concern given the student demographics at UWT.<\/p>\n\n\n\n
Students need soft skill support, particularly w\/r\/t note-taking, sense-making, and knowledge formation using contemporary tools.<\/p>\n\n\n\n
Pandemic teaching has revealed gaps in what could, and should, be integrated curriculum on multiple levels: within individual courses, across courses inside and outside of particular schools, and at the program level.<\/p>\n\n\n\n
We (DL) need to be at the table more often with things traditionally seen as limited to faculty, particularly curriculum refresh, program and other strategic-planning<\/p>\n\n\n\n
Online and hybrid pedagogy is a thing (and most faculty don’t know that or don’t know what it is). And there is differentiation regarding modality, content, and level\/year of student.<\/p>\n\n\n\n
Isolation isn’t necessarily a characteristic of online learning. The social aspect of learning is critical and can be embraced and facilitated, sometimes in unique ways, in online learning environments.<\/p>\n\n\n\n
No significant difference is an oft-proved phenomenon that remains true. Many faculty do not know or believe this.<\/p>\n\n\n\n
Online learning as a modality will be blamed in non-sensical ways that ultimately become self-fulfilling prophecies.<\/p>\n\n\n\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
We all need intentional faculty community, including PTL and teaching faculty. We need to continue to work to build integrated intra- and inter-campus support including DL, Libraries, IT, Student Success……<\/p>\n