CETL Services

CETL is excited to offer faculty workshops and one-on-one training on a wide variety of educational technology and teaching and learning topics at all levels for faculty.  Contact your department’s Teaching and Learning Coordinator (Dr. Veronica McGowan or Dr. Mapopa Sanga) to schedule a faculty workshop or one-on-one training.  Check out the Faculty Trainings/Workshops course in Canvas for current and upcoming short training videos.

If you have ideas or desires for other topics, please contact the Center for Excellence in Teaching and Learning at 580.774.3149 or distance@swosu.edu.

CETL Services Contacts

Educational Services

Specialized ServicesDr. Veronica McGowan
  • Course Development Assistance
  • Canvas Training (Basic and Advanced Features)
  • e-Portfolio
  • Assignment Rubrics
  • Syllabi Development
  • Student Learning Outcome Assessment
  • Online Tutoring
  • Respondus 4.0 (Testbanks)
  • Course Development Rubric/Reviews* (Online/Webinar, Self-Paced, Blended, Significant Change)
Specialized ServicesDr. Mapopa Sanga
  • Course Development Assistance
  • Canvas Training (Basic and Advanced Features)
  • Online Course Development
  • SmartBoard Training
  • VoiceThread Support/Training
  • Three Pillar Course Transformation
  • Active Learning Strategies
  • Traditional Course Development
  • Course Development Rubric/Reviews* (Online/Webinar, Self-Paced, Blended, Significant Change)
Software Training/SupportNathan Thiessen
  • Panopto
  • Respondus LockDown Browser
  • Respondus Monitor
  • SmartBoard Support
  • Classroom Design Technology
  • ITV
  • Zoom
  • Turnitin
  • DropBox
  • Upswing

Departmental Distance Education Support

DepartmentContact
Allied Health Sciences Dr. Mapopa Sanga
Art, Communication & Theatre Dr. Mapopa Sanga
Biological Sciences Dr. Veronica McGowan
Business & Computer Science Dr. Veronica McGowan
Chemistry & Physics Dr. Veronica McGowan
Education Dr. Mapopa Sanga
Engineering Technology Dr. Veronica McGowan
Kinesiology Dr. Veronica McGowan
Language & Literature Dr. Mapopa Sanga
Mathematics Dr. Mapopa Sanga
Music Dr. Mapopa Sanga
Nursing Dr. Veronica McGowan
Parks & Recreation Management Dr. Mapopa Sanga
Pharmacy Practice Dr. Mapopa Sanga
Pharmaceutical Sciences Dr. Mapopa Sanga
Psychology Dr. Mapopa Sanga
Social Sciences Dr. Veronica McGowan
Associate and Applied Programs-Sayre
DepartmentContact
Biological Sciences Dr. Veronica McGowan
Business & Computer Science Dr. Veronica McGowan
Language & Literature Dr. Mapopa Sanga
Mathematics Dr. Mapopa Sanga
Medical Technology Dr. Mapopa Sanga
Social Sciences Dr. Veronica McGowan

Contact Information

NameOfficePhone
Marci Grant, Director HEC 210 580.774.3149
Dr. Veronica McGowan HEC 208A 580.774.3149
Dr. Mapopa Sanga HEC 209 580.774.7128
Nathan Thiessen HEC 210 580.774.3077

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

Active Learning Strategies:  Introducing faculty to 21st century working strategies that engage students making them connect with learning content, their instructor and one another in both online and traditional settings. Contact Dr. Mapopa Sanga

Assignment Rubrics:  assistance with best practices in developing criteria and weighting values.  Contact Dr. Veronica McGowan

Canvas Training (Basic and Advanced Features) Contact Dr. Mapopa Sanga or Dr. Veronica McGowan

  • Basic:  importing and exporting content, creating syllabus, creating assignments, component development, creating discussions, managing gradebook, conferences, announcements and messaging feature.
  • Advanced:  assistance with creating tests and quizzes, managing test banks, best practices in presenting content, improving test integrity and security, student collaboration, , running analytics, taking attendance.

Course Development Assistance:  assistance in finding robust content, organizing learning components (modules), engaging students, and adding assessments.  Contact Dr. Mapopa Sanga

Course Development Rubric/Reviews (Online/Webinar, Self-paced, Blended, Significant Change):  initial and annual reviews to insure course quality and compliance with SWOSU practices and federal law.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan

Dropbox: Contact Nathan Thiessen

ePortfolio:  assistance is provided in creating, organizing, and managing one or more ePortfolios.  Contact Dr. Veronica McGowan

Online Course Development:  Preparing faculty with hands-on experience to teach in a fully online environment by introducing key concepts, including course design, digital content planning and construction, communication management and trouble shooting. Contact Dr. Mapopa Sanga

Online Tutoring (Upswing):  Southwestern Oklahoma State University recently entered into a partnership to offer 24/7 online tutoring with Upswing, an online tutoring and coaching service currently available for distance education students (coming Fall 2017 for all enrolled students). Contact Dr. Veronica McGowan

Respondus 4.0 (Testbanks):  assistance with downloading, converting, and importing testbanks into Canvas, no matter which publisher is deployed.

Respondus LockDown Browser/Respondus Monitor:  Contact Nathan Thiessen

Smart Board Training:  Introducing faculty to interactive whiteboard and its features.  Through its touch-sensitive surface, it gives users access to all the functions of their computer while presenting to an audience.  Contact Dr. Mapopa Sanga

Student Learning Outcome Assessment:  assistance developing outcomes and\or integrating them into Canvas.  Contact Dr. Veronica McGowan

Syllabi Development:  assistance in understanding SWOSU templates and accreditation compliance.  Contact Dr. Veronica McGowan

Three Pillars Course Transformation:  providing instructional design support to faculty as they transform traditional and online courses through the three pillars framework. The three pillars course transformation is comprised of: deep learning, intellectual development, professional skills.  Contact Dr. Mapopa Sanga

Traditional Course Development:  assistance with systematic design of course material, development of content, its implementation in traditional settings and evaluating and revising it over time.  Contact Dr. Mapopa Sanga

Turnitin:  Contact Nathan Thiessen

Voice thread Support/Training:  introducing faculty to voice thread; a dynamic, living conversation space that can be altered anytime. Basically, the application is about creating collaborative space with video, voice and text commenting within the Canvas interface.  Contact Dr. Mapopa Sanga

Zoom Support/Training:  provides faculty a way to offer courses synchronously to students at locations on a regular, recurring, and scheduled basis using webinar software.  Contact Nathan Thiessen

Teaching and Learning Sessions Active Learning Strategies

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • This general category supports instructional methods and strategies whereby students engage in learning activities, such as reading, dialogue, writing, or problem-solving that promote reflection, analysis, synthesis, and evaluation of learning processes and class content. Specific instructional interventions include:
  • Project\Problem-Based Learning – discipline specific, with project-based learning seen in disciplines such as business while problem-based learning is deployed in scientific fields. PBL is both a teaching method and a curricular approach; students are typically integral in the identification of the problem and its refinement to actionable goals that employ techniques and self-directed learning strategies, often within a team framework. Content and skill development are derived from identified needs.
  • Flipped Classroom Strategies – student-based activities that promote an intense period of student engagement, are more central to classroom time; allowing for greater depth in a topic that may follow student direction. Faculty serve as mentors in this model. In higher education, a flipped classroom may have research implications with students conducting research on a continuum from informal, action research to student participants in faculty research, to formal, thesis experiences.
  • Simulation-Based Learning – the use of artificially reproduced real-world settings and processes to fulfill educational objectives through experiential learning of behaviors and functions. Skill development is a key component of this type of learning so objectives are typically written in terms of the mastery level to be achieved.
  • Game-Theory Learning – used in areas where the focus is logical decision-making, with applications in computer science, economics, political science, and psychology, game theory studies mathematical models of conflict and cooperation to address balance in zero-sum, simultaneous, sequential, imperfect and differential environments.
  • Best practices in learning via case study – students explore constraints, examples and data of a specific situation in order to define, clarify, and make recommendations for future practice and application.

Classroom Pedagogies

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • Cooperative Learning – defined roles in a teamwork framework allow students to experience responsibilities aligned to each role; roles may rotate with each project or be maintained in a longer time-frame to allow students to develop a leadership model. At the end of the experience, student may write a job description or orientation manual to train future participants for the role.
  • Collaborative Learning – while similar to cooperative learning, in collaborative learning, the focus is on each student’ s project or deliverable, so students seek out expertise in a more ad-hoc fashion with soft-skills such as inviting buy-in and identifying common strategic goals contrasting with the expectation in the cooperative model that a participant will perform their role.
  • Just-in-time teaching – a two-step process whereby students identify needs which the instructor collects and compiles to form an intervention of specific instruction and\or feedback on those particular areas.
  • Learning styles – discussion of various learning style and intelligences models with a focus on the instructional methods and strategies that support each style.

Assessment

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • Objective (direct) vs. Subjective (indirect) evaluation – Objective metrics are typically used for repetitive skill development, such as demonstrating the correct way to administer an injection in terms of percentage correct. Subjective metrics deploy categories of measurement to determine if the student has met the essence of a concept, such as their professionalism in their bedside manner.
  • Best Practices in E-assessment – how to effectively use online gradebooks, rubrics, and online tests and test banks to minimize instructor time and maximize student feedback.
  • Rubricsthe development and deployment of effective assessment in order to fairly evaluate students and proactively inform students of the measures of criteria and expected level of competency.
  • Competency-based education – also known as Personalized Learning; learning, curriculum, and assessment methods can be discussed under this broad umbrella. The CBL model is not based on seat-time strictures, rather, students absorb content at their own pace and demonstrate proficiency through a series of assessments.
  • Learning Analytics\Interpreting and Reporting Results – accreditation agencies may expect to see evidence of learning goals interpretation at different levels: institutional goals, general education goals, departmental/major/program goals, course goals, internship/field experience goals, capstone/thesis goals, student life goals, and goals to show how planning impacts results. Statistical significance and reporting in samples and populations are addressed in order to represent data effectively.
  • Objectives vs. Outcomes – tips on how to make objectives measurable and tie results to outcomes for students, programs, courses, experiences, and general education competencies.
  • Program Assessment – components of the program assessment process, including demonstrable knowledge and skills and direct and indirect measures, and tools to facilitate the process so that findings are analyzed in an actionable program improvement framework are the focus.

Reading and Writing

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • Evidence-based writing – the use of prompts, thesis development, and strategies regarding making claims, providing data, warrants and backing in order to develop, rebut or counter an existing claim.
  • Persuasive writing – tips for understanding audience needs, analyzing existing persuasive writings, employing comparisons, reasoning, repetition, and counterarguments.
  • Close Reading – a method for teaching reading comprehension in which vocabulary, diction, and patterns illuminate the meaning of the passage in addition to its elements of point of view, symbolism, and characterization.

Learning with Technology

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • Integration of technology – strategies to overcome barriers to implementation and integration are discussed as well as benefits, legal issues, and ethics of integrating technology and effective methods of integration
  • Distance and Alternative Learning Settings – effective teaching in these settings, including reimaging and migrating a face-to-face course for a distance or alternative setting
  • Assistive Technology – program and classroom accessibility issues, adaptive and assistive technology products and strategies are discussed.
  • Technology Applications – effective ways to teach with a variety of hardware and software products including: Smartboards, blogs, podcasts, productivity software, webpages, coding software, polling software, and social networks are addressed; some of those topics may be addressed individuality to allow for greater depth in the topic.

Principles of Instructional Design

Dr. Mapopa Sanga is available to conduct department workshops on the following topics and many more.  Contact to make arrangements.

  • Models of the stages of the instructional design process and roles of the community of inquiry will lead implementators to adopt a robust model that is adaptable to their needs.

Leadership

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • In general, a focus on successful leadership models and response to situational needs
  • Fostering Student Leadership – focus on strategies and models to implement opportunities in classroom and department settings, campus groups, and in local and statewide organizations.
  • Fostering Faculty Leadership – focus on strategies and models to implement opportunities in department and committee settings, campus groups, and in local, statewide, and national organizations.

Research

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • Faculty Research – focus on participating and leading in successful research teams and translation of research into classroom content and\or student mentoring opportunities.
  • Fostering Student Research – examination of issues related to increasing the depth and breadth of student research on campus and in student group areas including: undergraduate, graduate, honors, STEM-related, and minority participation.
  • Qualitative vs. Quantitative Methodologies – interviewing, survey development and deployment, sampling populations, analyzing data, IRB and IACUC oversight of research are discussed to help faculty researchers or student mentors.

Classroom Management

The Teaching and Learning Coordinators are available to conduct department workshops on the following topics and many more.  Contact Dr. Mapopa Sanga or Dr. Veronica McGowan to make arrangements.

  • Strategies to motivate students, foster classroom democracy and educational discourse, incentivize participation, support at-risk students, deal with time-management issues, and maintain discipline and rules in the classroom are the focus.