Synergia - Latest News
Features from Past Issues of Synergia Newsletter.
In case you missed it... here are the highlights from past issues of Synergia.
From the Director - November 2015
People who study stress like to point out that not all stress is bad for you. Some forms can be energizing, while other types have a negative impact on health and performance.
IRT establishes funding for faculty to caption videos
A special fund has been established within IRT to support faculty efforts to make learning materials accessible. Captions are text versions of the audio content synchronized with the video. Captioning instructional video or audio proactively addresses a diverse range of abilities and learning needs including:
- students for whom English is a second language
- situational hearing impairments (e.g., students watching/listening in a noisy environment)
- helping students learn the spelling of technical terms spoken in the video
- students with hearing and learning disabilities
Making use of the video captioning funds now not only helps you prepare for the time that you have a student with a hearing disability, but also enhances learning for all students by presenting material in multiple modalities (both visual and auditory).
Faculty may request captioning for a YouTube video, for video hosted on St. Thomas' Ensemble video server, or for videos hosted online elsewhere. You will need to provide information on where the video can be found (e.g. the YouTube link or EnsembleVideo link). To request captioning for any of these types of videos log in to IRT's captioning request form using your St. Thomas username and password. The link to the captioning request form is found at the bottom of this IRT web page.
Questions? Email IRT for more information about the captioning request process.
Faculty Focus @ UST with Dr. Brittany Nelson-Cheeseman
This month we are delighted to launch our new series showcasing UST faculty who are doing interesting and innovative things in the classroom. We begin the series by highlighting the teaching of Dr. Brittany Nelson-Cheeseman, Assistant Professor of Engineering. In this short video, Brittany shares tips for getting students more engaged and for making the most of teacher-student interactions, offering practical ideas for both the flipped and face-to-face classroom.
It’s hard to write. Through the years I’ve observed my colleagues in the writing retreats here on campus, I know the challenges we all face when we sit down to our keyboards.
Found Wisdom: Trigger Warnings
A recent article in the New York Times, "Why I use trigger warnings" by Kate Manne, Assistant Professor of Philosophy at Cornell University, argues for the integrated use of trigger warnings in academia, and why it's important for faculty to adopt the practice of providing trigger warnings to students.
USG and DEC Grant Awards Announced
Congratulations to Dr. Heather Bouwman and Dr. Tom Ippoliti, awardees of the University Scholars Grant, and to Dr. Dalma Martinovic-Weigel and Dr. Timothy Pawl who received the Distinguished Early Career Grant.
NCFDD Fall Writing Challenge
Would you like to jump-start your writing and connect with other faculty writers across the US who are doing the same thing? Join the November 9-22 WRITING CHALLENGE sponsored by the National Center for Faculty Development & Diversity (NCFDD). Deadline to join is November 5!
Join the National Center for Faculty Development & Diversity
New for faculty: Join the National Center for Faculty Development & Diversity
I am excited to announce that UST has established an institutional membership with the National Center for Faculty Development and Diversity (NCFDD), as part of our strategic initiatives related to diversity. That means we can provide you with a free membership and access to a variety of its benefits.
Pockets of Privacy
I am at a Faculty Writing Retreat, cozily tucked in among my colleagues. I notice that their tap-tapping fills the air while my keyboard sits untouched. Quickly, I scroll to the bottom of my document and begin writing, first tentatively, then rapidly, about what has me stuck. (And yes, there is swearing.) Gradually, I write myself out of my knot, scroll back to the top, and continue on with my work.