Getting to Know the Center for Teaching Excellence:
At the Center for Teaching Excellence, we are teachers who know and love the art of teaching. We not only encourage a growth mindset, we incorporate it into our approach to professional development. Teaching is a skill, which--just like any other skill set--can improve with practice. However, teaching is a unique profession; many times the only place available to practice a new idea or innovation is the first time we try it. In the classroom. Live. In front of our students. The art of teaching is the art of bravery.
At the Center, we understand the courage it takes to be innovative in the classroom and how exciting it is to have a great idea that connects with students. We also know how disorienting it can be to try something new and have it miss the mark. The Center for Teaching Excellence aims to create a safe place to practice; we want you to feel comfortable contacting us to obtain feedback before you roll it out in the classroom or to unpack an experience that didn’t go as you hoped. We understand the power of yet--together, we can move not only from problem to solution but from problem to innovation. Please don’t hesitate to contact us.
Our Work--CTE and You!
21st Century Classroom Skills: Use It--Don’t Lose It!
The Inclusion, Access, Diversity, and Equity sections of the 21st Century Classroom 2.0 Self-Assessment were designed to help faculty specifically assess their own processes of engagement with the college’s Diversity, Equity, and Inclusion values. Your commitment to these high impact practices has a positive impact on student learning and engagement. Now is a good time to check-in on these skills:
- Have you completed training or professional development in diversity within the past two years (i.e. ZERD-201 or ZERD-210 or other Diversity, Equity, Inclusion DEI coursework)?
- Does your course content highlight diverse perspectives and provide accurate information that is culturally sensitive and inclusive?
- Does your Blackboard course design and delivery method provide a welcoming learning environment that fosters personal growth and prepares students to work in a culturally diverse environment?
- Does your online or face-to-face classroom create a warm and supportive environment for every student, regardless of religious belief, sexual orientation, gender identity, ability, or racial or ethnic background?
- Do you explain your academic expectations to your students?
- Do you provide a personalized approach to teaching that is designed to help students succeed?
- Do you know how to refer students to support resources provided by MATC and in the community (basic needs, academic needs, and / or counseling)?
- Have you considered using OER (Open Educational Resources) texts for your class in place of traditional publisher content?
- Do you know how to provide captioning for all videos, formal and informal, as required by the Americans with Disabilities Act (ADA)?
MATC North Alley Stormers (Bowling Team Members Dr. Wilma Bonparte, Karen Gaskin, Sandy McIlnay, Dr. Judy Springer, and Sandra Webster) participated in an amazing Island Adventure on Friday, November 12 to raise funds for Big Brothers, Big Sisters of Ozaukee County. Thank you to all MATC Colleagues who donated -- our team raised the third highest amount of money for the incredible work by the Big Brothers, Big Sisters.
CTE Collaboration Connection:
Learn Pillar Integration Committee--Ready to Launch!
The Lean Pillar Integration Committee provides a structure for faculty involvement and collaborative decision-making across all Academic and Career Pathways within the college. The Committee performs this work by initiating and coordinating aspects of curriculum, instruction, and assessment using a collaborative and student-centered approach. The Committee seeks to increase the student-centered vision of the college; it focuses on the benefits of increased coordination and the direct impact on students; it models an updated concept of Shared Governance, so student-centered approaches and criteria guide each initiative and work team, it provides a diverse, equitable, and inclusive opportunity for front-line employees to give feedback based upon their direct interaction with students. For more information, please view the video and Google Slides from the Learn Pillar Integration Committee Feedback sessions.
All colleagues, with a special emphasis on the Learn Pillar, are invited to submit an application of interest for consideration.
Long Term COVID--MATC Resources to Help your Students:
As educators, we must be mindful that while our students may have “recovered” from COVID, symptoms of anxiety, depression, post-traumatic stress disorder (PTSD) and even psychosis have been diagnosed 6 months after they contracted COVID.
While students may be experiencing symptoms of brain fog and fatigue, they may also be struggling with feelings of isolation due to not having the same support systems as prior to COVID as well as struggling to find medical professionals who understand and can treat their symptoms.
Additionally, multiple losses usually occur during disasters or large-scale emergency situations, such as the current COVID-19 pandemic . This can complicate or prolong grief and delay a person’s ability to adapt, heal and recover.
The Counseling and Psychological Services (CAPS) team at MATC offers free counseling, resources and referrals for students experiencing a wide range of life challenges and mental health concerns. Please do not hesitate to refer students to: counseling@matc.edu or call 414-297-7710.
Students who have been diagnosed with “Long COVID” may be eligible for disability-related accommodations. To apply for accommodations, the student should complete a Program/Class Accommodation Request Form and submit it to accommodationservices@matc.edu with a letter from the student’s doctor, psychologist or psychiatrist containing the following information to document the disability:
1. Diagnosis or diagnoses of your disability (Please be specific and include the DSM V classification and/or ICD 10 Code.)
2. The impact of your disability on your ability to learn and participate in classroom activities and/or online activities.
3. Recommendations for accommodations you may need.
4. Prognosis and duration of the disability (Please include end date for temporary Disability.)
Information that is written on prescription blanks is not acceptable. Letters must be written on letterhead.
All requests will be reviewed within a reasonable time period and the student will be notified by MATC email if additional information is needed or if the student’s accommodation request is approved. Virtual, in-person, and phone interviews are available if a student would like to discuss their particular situation with the Accommodations and Accessibility Facilitator. We can be reached at 414-297-6750. Student Accommodation Services is open for in-person services on all four campuses.
Friendly Reminders:
The sabbatical program is intended to strengthen the faculty, staff and administration of the College by providing time for scholarship, professional development or other relevant work. Each leave has a direct benefit for MATC. A sabbatical leave may be awarded for one semester or one full year (two semesters). To be eligible, the employee must have worked as a full-time employee at MATC for six (6) out of the previous eight (8) years including the year preceding sabbatical leave.
Sabbatical Leave Applications for faculty and non-faculty for the 2022-23 academic year will be accepted through Friday, December 3. For further information refer to Sabbatical Leave for Exempt Employees (CC1009) and with questions please contact: benefits@matc.edu
Open Registration Starts This Week!
Let students know they can register for Winterim 2021 and Spring 2022 class options through the Self-Service catalog. Students who are ready can go to matc.edu/register. Encourage them to meet with an advisor to get ready to register or go to matc.edu/gethelp
MATC Professional Development Opportunities:
CTE Pop-in sessions on Non-Student Contact Day:
During next week’s NSCD, the Center is hosting two Pop-in sessions to help you or your department with any questions you may have about TAP and other components of FQAS or 8 week course conversions. Feel free to pop-in to ask a quick question or stay a while; there is no obligation to stay for the full hour, but if you do so, these sessions are eligible for FQAS hours.
CTE Faculty Pop-in session: 8 week course conversions
Wednesday, Nov 24, 2021 12pm – 1pm
CTE Faculty Pop-in session: TAP and other components of FQAS
Wednesday, Nov 24, 2021 1pm – 2pm
Microaggressions Simulation Exercise This Friday:
The DEI Committee will hold a virtual Microaggressions Simulation Exercise Friday, November 19 at 11 a.m. In a small group with a facilitator, you’ll have the opportunity to make choices in the life of either Alex, an able-bodied man who is gay; or Leslie, a straight woman who is disabled. Often, we focus on racial microaggressions; this gives us an opportunity to broaden our understanding of the hurtful impact on other populations.
Keeping You Posted:
Please check out the MATC OER November Newsletter which highlights the OERSeries first session, recordings from the WTCS OER Symposium (you can still get a certificate if you watch presentation recordings, including the one by our faculty), our first MATC OER Faculty Feature, and key OER opportunities and news.
Stormer Connect Faculty Mentoring Sum Total Training:
Because faculty play a key role in student engagement, retention and satisfaction, a new program called Stormer Connect Faculty Mentoring is now available to students this fall. With this in mind, faculty will have an opportunity to serve as mentors should they be approached by a student. The training is now available in Sum Total.
All full-time faculty are designated mentors, and part-time faculty can choose to mentor as well. Faculty can designate their availability using the feature in EAB Navigate. For more information, please visit Stormer Connect Faculty Mentoring webpage.
Research and Best Practices
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