Spring 2018 Faculty Development Day- Saturday March 10th


The Center for Teaching Excellence (CTE) would like to invite you to register to join us for Celebrating Fabulous Faculty at our Spring Faculty Development Day on Saturday, March 10th.  We will celebrate all of the wonderful ways our faculty members contribute to the success of Wilmington University!

The day will include a different spin on the typical conference workshop, where the audience will take an active role in the planning of and facilitation of our development opportunities.   These sessions are titled Faculty Problem-Solving and Challenges Sessions.  Our hope is that faculty will come prepared to discuss:

  • Questions or concerns you have the selected topic
  • Suggested actions, solutions, or strategies you have used to address the selected topic

The day will also include workshop sessions from our Pathways to Instructional Excellence, college meetings, and fun activities and networking opportunities.  We hope to see you there!


Register for Celebrating Fabulous Faculty

Spring 2018 Faculty Development Day

Sessions #1-2:  Faculty-Problem-Solving/Challenges Topics:  Please select two of the following topics to participate in.  Sessions are designed for both faculty who have questions or challenges with the given topic, and faculty members who have suggestions for meeting these challenges in the classroom.  Please come prepared to discuss either or both for your session!

  1. Relating course material to real-life or professional situations and applications
  2. Involving students in hands-on projects such as research, case studies, real-life activities, etc.
  3. Providing students with the skills and knowledge needed to improve career opportunities/ marketability
  4. Helping encourage students to do the work necessary to prepare for class
  5. Encouraging students to set and achieve goals which really challenge them
  6. Helping students to develop effective study habits
  7. Designing projects and assignments that require original or creative thinking
  8. Organizing course content and assignments to help increase student learning 
  9. Encouraging students to share ideas and experiences with others whose backgrounds and viewpoints differ from their own
  10. Providing students with ways to help answer their own questions
  11. Displaying personal interest in students and their learning
  12. Promoting student-to-faculty interaction outside of class (e.g. office hours, phone calls, emails, Blackboard)
  13. Providing students formative feedback opportunities and encouraging students to ask questions
  14. Clear communication of course schedules, assignments, and expectations
  15. Developing a schedule for providing timely feedback to students
  16. Providing students with frequent, prompt, and concrete feedback on their work


Session #3:  Workshops:  Please select from our menu of sixteen workshops to take place in a traditional, facilitated workshop style during our third session.  Options for online attendees are marked with an *. 


  • Overview of the Clery Act and Title IX for Faculty.  Presented by Adrienne Meador Murray, Director-Training & Compliance Activities, D. Stafford & Associates and the National Association of Clery Compliance Officers and Professionals.  Compliance is not a one person job and must be undertaken by many constituents on campus in order to avoid fines being levied by the U.S. Department of Education.  The Clery Act is a comprehensive, complex and nuanced federal law that requires colleges and universities in the United States to collect crime statistics and publish annual security reports, in addition to many other things.  Title IX of the Education Amendments of 1972, is a comprehensive federal law that prohibits discrimination on the basis of sex in any federally funded education program or activity. This session is intended to provide a brief overview of the two laws and guidance to faculty members with regard to their responsibilities under the Clery Act as “Campus Security Authorities” and under Title IX as “Responsible Employees.”
  • Journey Mapping the Student Experience. Presented by Bonnie Kirkpatrick, Ed.D.; Assistant Professor and Assistant Vice President &Dean of Administrative Affairs.  As part of the 2017-2018 institutional priorities, we have been studying the series of interactions that a student encounters during the course of their journey here at Wilmington University. The student experience starts when prospective students first make a connection to Wilmington University, and it continues through to that student’s exit. Throughout this complex journey, students interact with personnel across various departments, university structures and systems, and policies.  Each of these interactions makes an impact on whether students will continue on in their studies toward successful completion or whether they will drop out along the way. As a faculty member, we invite you to be a part of this initiative by attending a journey mapping session which will assist in mapping the student experience by investigating the numerous systems, protocols, departments and personnel that each and every student encounters on the way to completion. The goal is to use this information to assist us in making recommendations for change.
  • Effective Feedback: Hi-Five – Helpful Information for Improvement via Explanation-Presented by Jason James, Ed.D., Assistant Professor-Doctor of Business Administration Program & Lynne Svenning, Ph.D., Associate Professor and Program Chair-Organizational Leadership. This is an active participant workshop that is designed to: 1) facilitate a discussion about effective feedback, 2) provide participants with an opportunity to determine their proficiency with delivering effective feedback, and 3) help to determine and implement strategies that work.
  • ALICE Training-Presented by Chris Foraker, Constable-University Safety. ALICE (Alert, Lockdown, Inform, Counter, Evacuate) is a set of proactive strategies that increase chances of survival during a violent intruder event. The ALICE Training Institute provides options-based active shooter response training and curriculum for staff, students, and employees. ALICE teaches individuals to participate in their own survival, while leading others to safety. Building upon the “Run, Hide, Fight” mindset, ALICE adds the fourth element of barricade to deny the intruder access until law enforcement arrives and neutralizes the threat.  The ALICE Certified mark, which is backed by volumes of research and years of experience, indicates to your stakeholders that you have gone the extra mile to practice safety training that has been deemed to be critical for increasing chances of survival in today’s violent intruder events.
  • Hello Students - Goodbye Textbook! Presented by Shawn Stevens, Ed.D.- Adjunct Professor.  Explore the opportunities and challenges of course delivery without a text! What are relevant foundational and complementary learning resources? How such a modification reinforces authentic and active learning? What other course design considerations? How to “make it happen”?
  • Advise Early Alert Demo- Presented by Sally Healy-Director of Academic Advising and Student Success Center. Advise Early Alert will roll-out to all undergraduate courses in the summer 2018 semester.  During this session we’ll discuss why we have an Early Alert plan (timely feedback, student success and retention!), and the simple steps to login and use the system.
  • Streamlining and Standardizing Effective Feedback. Presented by Stephen Scheib, Instructional Designer and Adjunct Faculty.  Grading an assignment can take a lot of time. Being consistent and providing the students with the best possible feedback in order to perfect their work is even more time consuming. This workshop will go over the use of rubrics and discuss some practices in streamlining your grading while providing effective feedback.
  • Alternative Textbooks at Wilmington University. Presented by Jim McCloskey, Associate Professor and Director-Library, and Matt Davis, Ed.D.- Assistant Professor and Senior Director of Online Learning.  Open Education Resources (OERs) are “teaching, learning and research materials . . . that reside in the public domain or have been released under an open license that permits no or low-cost access, use and adaptation and redistribution by others.” The purpose of this session is to introduce Open Education Resources (OERs) as a viable alternative to traditional textbooks and share information about current activities related to OERs at Wilmington University.
  • *An Introduction to Clockwork-the New Faculty Portal for Disability Service. Presented by Christyn Rudolf, Manager of the Office of Disability Services and Adjunct Faculty.  This session will review procedures, new policies and introduce the new portal in which faculty will be required to log in to for notification of any students requiring classroom accommodations. There will be plenty of time to discuss student interactions and answer any questions on how to handle specific accommodations. This session will be available for online attendees.
  • Basic Presentation Tools – Presented by Adam Voyton, Instructional Technology Project Specialist and Adjunct Faculty. This workshop will provide the basics on how to create a PowerPoint Presentation. Participants will discover how to use the design templates, and use common tools available in PowerPoint such as adding images, animations, transitions, and PowerPoint narration.
  • Kaltura BasicPresented by Kelsey Styles, Media Technologist. This workshop will introduce participants to using the Kaltura Media Tools in Blackboard. It will give the participant a basic overview of Kaltura and how to use many of its functions. It will also help establish a foundation for further exploration of creating and using video content in Blackboard with Kaltura.
  • *Student Polling –Presented by Christian Broderick, Instructional Technologist and Adjunct Faculty. Socrative, Kahoot and Quizizz are web based tools allows students to use their mobile device to answer polling. These tools allow faculty to engage and assess their students with educational activities on tablets, laptops and smartphones. Through the use of real time or asynchronous questioning, teachers can gauge the whole class’ level of understanding. This session will be available for online attendees. 
  • Manage Your CoursePresented by Mary Beth Youse, Manager-Online Learning and Educational Technology and Adjunct Professor. The focus of this workshop is to help you build engagement and cultivate community within your course. You will learn how to increase your presence in your online courses, as well as foster a community of learning for your students in your face to face courses. A variety of Blackboard tools, Open Educational Resources (OER), and technologies will be shared to show how collaboration can be fostered and student engagement can be increased.
  • *Mission Accomplished! Suggestions for Teaching the Wilmington University Way.  Presented by C. Josh Simpson, Ed.D.- CTE Manager and Adjunct Professor.  This session will introduce some suggestions for upholding the goals of Wilmington University’s promise to provide students with individual attention, relevant course activities and assignments, and excellence in teaching.  This session will function as a facilitated discussion with the hopes that participants both bring suggested actions to share with others as well as walk away from the session with strategies they can add to their teaching repertoire.  This session will be available for online attendees. 
  • Grading Wildcats with Speed and Acumen!  Presented by Kevin Carlin - Adjunct Faculty.  A reformed procrastinating grader explores best practices in grading and the learner psyche of reinforcement demanding both prompt and effective feedback—especially prompt.  Success of students is success for the University.  How does prompt grading reinforce and encourage student learning?  This module also touches upon University policy, grading methods and the technology accessible to Wilmu faculty. Breakout group discussions promise that you’ll teach while you learn in this hour. 
  • *Authentic Learning: A Case Study.  Presented by Dawn Cox, Adjunct Faculty.  This session will discuss how to include authentic learning experiences in your online classroom.  The presentation will discuss the conceptualization of and execution of an online math course’s use of authentic learning to engage adult learners and help students construct a base of knowledge of course content.  *This session will be offered via a webinar and made available only to online registrants.*


Register for Celebrating Fabulous Faculty