TALE - Teaching and Learning Enhancement Center
- Contact Information
- 570-389-4310 (student desk)
- Send an Email
- TALE Center Webpage
BU Location: 419-420 Andruss Library
Bloomsburg,: Lisa M. Stallbaumer-Beishline
Lock Haven: Regan Garey
Mansfield: Xiaoxuan (Shelly) Ji
BU Administrative Assistant: Sharon Coombe (Contact Grad Office)
BU Student Assistants: Grace Smialek and Christina Cook
- Social Media
- Office Hours
Spring 2023 Hours
Monday: 9:00 AM-12:00 PM; 12:15-5:00 PM
Tuesday: 12:15-2:00 PM, 3:14-5:00 PM
Wednesday: 9:00 AM-12:00 PM
Tursday: 12:15-2:00 PM, 3:14-5:00 PM
Friday: 9:00 AM-12:00 PM
The Center for Teaching and Learning, the new name representing the integration of campus teaching centers for Commonwealth University, facilitates dialogue among faculty on the art and science of university teaching; it provides support of teaching through center resources and seminars. During the course of 2023, you might see Bloomsburg's Center for Teaching and Learning and TALE used interchangeably as we undergo the process of developing a new website, creating a new organization in D2L, and email. Please know that the dedication to our mission has not changed.
Programs and services are designed to encourage discussion and exchange of ideas, disseminate information, develop projects and conduct inquiries that enhance knowledge and practice of university instruction, stimulate and enable the development of effective strategies and technologies, provide new faculty with information and support, respond to faculty needs and promote a commitment to teaching excellence.
Each campus makes resources available to faculty. In addition to reaching resources below, available to all Commonwealth faculty, BU faculty can access a wide variety of readings, videos, URL links through BOLT (every faculty should be a member of the TALE organization). Lock Haven's faculty can access teaching resources through D2L. Mansfield's CATL webpage offers resources.
BU's TALE Center/CTL does have a Zoom Owl which allows colleagues to meet in-person and attend via Zoom. If faculty would like to use the TALE Center (419 Andruss) for meetings or to work, you are welcome to check out the key from the Andruss Library Circulation Desk. Priority will be given to TALE Seminars and faculty who pre-arrange to use the TALE Center. Consult the TALE Outlook Calendar to determine if events are occurring there.
How can you contribute?
- Join in the conversation by participating in Center for Teaching and Learning events.
- Become a resource person who shares his/her expertise. Bloomsburg University faculty have a wealth of experience to share. How do you help students come to class prepared? How do you make assignments meaningful? Are you particularly adept at managing large classes? Do you engage in learner-centered teaching techniques? Have you enjoyed success with using software or applications to engage students? Can you share expertise in online learning and teaching? Share your expertise and be part of the dialogue by creating content for TALE (video, podcast, Teaching Tip) or conduct a seminar. Look for calls to present or contact us at TALE@bloomu.edu.
- Make recommendations to Center for Teaching and Learning. Are there books, articles, websites or blogs that CTL might share with faculty?
- Serve on a TALE Committee. If a TALE Committee gets formed, would you be willing to serve?
Grants 101 (CC, 30:00 video, 13 September 2022)
IRB and IRB Manager (CC, 17:00 video, 22 September 2022)
Overview of the RI (Research Institute) for Commonwealth Faculty and Staff (33 min video, 27 September 2022)
Working with Student Researchers: Tips and Resources (CC, 41:00 video, 4 October 2022)
Collaborating with Community Partners (CC, 37:00 video,18 October 2022)
Thinking about your Research Budget (CC, 11:51, 25 October 2022)
Academic and Health Resources to Share with Students
Here is a list of comparable services offered on each campus that students might access for academic support as well as physical and mental well-being. We offer this as a Word Document so you can download, cut and paste what your students need into syllabi, D2L content modules, etc. If you have additions or corrections to make, please fill out this form. With the many changes that we can expect over the next few months of integration, always check that links are still live. The Center for Teaching and Learning will do its best to keep the list updated.
We think our students know how to study, yet many can benefit if we suggest structure. Today's student does not easily relate to the vague suggestion that for every hour in class, one should spend three hours outside of class studying. The Study Cycle can contribute to this goal. In the PowerPoint slide deck, you will be given four generic Study Cycles for in-person classes, online synchronous, and online asynchronous. Please feel free to download and adapt. In addition, I have provided a discipline-specific example "Power Hour" (pdf).
If you just want to download the generic versions as a PDF, here you go:
Study Cycle with Power Hour in the center (pdf)
Study Cycle with the Power Hour on the side (pdf)
Study Cycle for Synchronous Online (pdf)
Study Cycle for Asynchronous Online (pdf)
Backward Design: A Powerful Course Design Method with Guidelines
Worksheet Stage 1 (word document)
Worksheet Stage 2 (word document)
Worksheet Stage 3 (word document)
Be Connected: Maintaining the Humanity in Blended (Hybrid) or Asynchronous Teaching
Best Practices of Online Exams & Quizzes
Better Practices for Creating Content in D2L (or D2L/BOLT)
Discussion Boards: Better Practices and Tips
Discussions: Increasing Student Engagement
Don’t Waste the First Day
End of Semester Tasks
Field Trip Best Practices
Getting Better: Checking in With Student to Improve Teaching and Learning
Grieving College Students
Improve Student Learning
Increasing Resilience and Grit with the Student Population
Maintaining Instructor-Presence in an Asynchronous Online or Blended Course
Making Student Learning Objectives Relevant and Transparent
Podcasting: A Significant Addition to your Teaching Toolbox
Prepare your Students to Participate
Self-Authorship and Learning Partnership Models
Proctoring Exams using D2L and Zoom Options
Zoom and Increasing Student Engagement
7 Free and Easy Ways to Better Engage Students in Face-to-Face and Online Classes
Adding Interactivity in Asynchronous Lecture Recordings
Assessment of Faculty Well-Being at PASSHE
Best Practices to Engage and Support College Students with Emotional Struggle
BOLT/D2L or Brightspace
Course Set Up and Management
How to Set Up Lectures in Zoom: Advanced Sharing
Quizzes I - Creating a Quiz
Working with Content in BOLT
Wrangling Large Classes with Intelligent Agents in BOLT
Creating and Sharing Google Forms for a Zoom Session
Creating and Sharing Office 365-Doc for a Zoom Session
Creating Presence in Online Teaching with BOLT (and other tools mentioned)
Fostering Creativity in the Classroom
Gamification in the Classroom
Get Organized for Yearly Evaluations (7-part series)
Know Your Audience (4:48)
Record Keeping (6:32)
Scholarly Growth (8:44)
SharePoint: Getting Started, Yearly Evals, Tenure, Promotion (8:06)
SharePoint: Organizing Supporting Documents (9:35)
PDF Tips and Tricks: Novice Help for SharePoint Uploads (PDF)
Immediate Feedback: In-Class Assessment Technique (IF-AT)
Inclusive Access/McGraw-Hill Connect
Kahoot Quiz Game
Nearpod for Instructional Design
Office Hours – MyHusky Query
Recording PowerPoint Lectures (using Zoom Screen Capture to demonstrate, 12 min)
Recording a PowerPoint Lecture (using only PPT and Screen Shots, 9 min)
Rubrics (4-part series)
Rubrics for Efficient Grading and Transparency (6 min, 22 sec)
Rubric Types (13 min, 42 sec)
Rubrics: Building a Performance or Criteria-Based (13 min, 10 sec)
Best Practices: Rubrics in Use (2 min, 7 sec)
Setting up D2L for Student (and Faculty) Success (41 min)
Surviving Field Trips
Team Formation and Employability Skills (11:52)
TechSmith’s Capture (formerly Jing)
Tips for Those Who are New to Being an Online Learner
Tips for Those Who are New to Online Teaching
Twitter Assignments and Building Community (24 September 2020)
Using Nearpod to Increase Student Interactions in Online or In-Person
Utilizing Item Analysis to Improve Assessment and Instruction
Wacom Graphics Drawing Tablet
Where Should I Publish my Article?
Zoom: Lively and Engaging Sessions (17 April 2020)
Zoom: It’s all about bite-sized pieces (30 March 2020)
Zoom LTI (Learning Tools Integration) and Mediasite Integration
Zoom: Side-by-Side and Pinning Videos
Zoom: What's New In Zoom (25 January 2021)
Saundra Yancy McGuire
Metacognition, Mindset, and Motivation: The Keys to Inclusive Excellence!
Teach Students How to Learn 2.0
Additional sources can be found here.
Peak Performance Practices of Faculty
Beth Dietz and Cathy Bishop-Clark
Scholarship of Teaching and Learning
If Commonwealth faculty have any difficulty accessing, please email TALE@bloomu.edu
There are two models that you can follow: content coverage and backward design. The content coverage model will sound familiar. Determine what content must be covered, oftentimes the choices are shaped by discipline standards and textbooks, then decide how many assignments or exams will be given and fit the details into the school calendar. Backward design begins at the end. Contemplate what outcomes (significant learning experiences) you desire your students to achieve; decide what assessments the students will complete to demonstrate they have achieved the outcomes; develop learning (what the students do) and teaching (what the teacher does) activities; and determine the calendar of what will be completed in and outside of class. This TALE Teaching Tip: Backward Design: a Powerful Course Design Method with Worksheet Stage 1 (word document), Worksheet Stage 2 (word document), and Worksheet Stage 3 (word document) are a good place to start.
In addition, you might read the short essay advocating a backward design approach entitled, "Integrated Course Design," Idea Paper No. 42, and written by L. Dee Fink. Another essay worth reading is Barbara Millis' explanation of deep learning and how it can be promoted in the classroom and in course design, "Promoting Deep Learning," IDEA Paper 47. Seeking additional inspiration? The open access, online journal, Syllabus, includes discussion and sample of syllabi in all disciplines. James Lang, a professor of English at Assumption College, identifies "The 3 Essential Functions of your Syllabus, Part 1, Part 2," which is worth the time to read. Upon completing your syllabus, analyze it to determine if it is student-centered. Susan Sangler offers some suggestions in this Faculty Focus article (10 September 2021). You may also want to review your syllabus to evaluate if it is equity-minded. USC's Center for Urban Education offers a guide.
To delve into additional course design topics, check out these TALE Teaching Tips:
- Making Student Learning Objectives Relevant and Transparent
- Improve Student Learning
- Getting Better: Checking in with Students to Improve Teaching and Learning
- Rubric Basics
You should first design your course according to the principles of backward design, then make decisions about technology. Will the course be hybrid (blended), hy-flex (or multi-modal), synchronous, or asynchronous? The Learning Management System for the Commonwealth is D2L/Brightspace. At BU, we call it BOLT (for now), and at Lock Haven and Mansfield they retained the name D2L. Faculty can use D2L/BOLT as the foundation for communicating with students and teaching the course. The following Teaching Tips will be useful as you incorporate learner-centered design principles into your D2L/BOLT course.
- Backward Design: A Powerful Course Design Method with Guidelines
- Be Connected: Maintaining Humanity in Online Learning and Teaching
- Better Practices for Creating Content in D2L/BOLT
- Discussion Boards: Better Practices and Tips
- Maintaining Instructor-Presence in an Online or Blended Course
- Best Practices of Online Exams and Quizzes
- Zoom and Increasing Student Engagement
The academic calendar for each semester should be consulted for essential dates.
The schedule of courses for final exams differs from the regular semester.
During the first week of classes, students may become easily overwhelmed with the variety of syllabi. Consider providing them with a quick reference infographic that offers an overview of the course goals and requirements. Share more details in the syllabus and calendar presented to your students as separate documents or as content items in our learning management system, BOLT.
Suggested Checklist of Topics that You Might Include in your Syllabi
Information about you:
- Office Location;
- Office Hours;
- Home Page URL;
- Your Philosophy about Teaching and Learning;
- Contact Information;
- Your Response Time to e-mails;
Information about the Course:
- Course Goals (e.g. student learning objectives, outcomes, competencies);
- Course Description;
How the Course will Fulfill General Education and Program Goals;
- Explain Relevancy of Course Goals to Life-Long Learning;
- Required Laboratories;
Information about Course Materials:
- Required Text(s);
- Additional Required Materials;
- Explanation of how the course material will be used;
- Titles and Location of any Online Materials;
Grading Expectations and Assignment Guidelines:
- Grading Expectations;
- Grading Scale;
- Grading Criteria;
- Point Values for all Graded Assignments
- List and Explanation of Assignments, Exams, Quizzes;
Information on the Schedule of In- and Out-of-Class Activities:
- Weekly or Class-by-Class Course Schedule (i.e. Calendar of the Semester);
- Explanation of How Changes in the Syllabus Will be Announced;
Guiding Students to Academic Support Services on Campus:
NOTE: As the university integrates, titles, names, locations, etc. of services that support students is changing. Here is a google doc that attempts to provide a list of comparable services on each campus with URLs. Copy and paste into your syllabus, but before the semester begins, make sure the links are still live.
University Learning Center
Here is some potential language that you may use:
Academic Support. If you feel you need help to improve your academic performance in this course or any of your courses, please consider requesting a tutor through the University Learning Center. The Learning Center offers peer tutoring at no charge to [name of campus] students. The Learning Center office is located in [campus location]. Information on scheduling tutoring and other services can be found on their website.
Writing and Literacy Engagement Studio (WALES)
Because BU's Writing and Literacy Engagement Studio (WALES) has more extended hours, students on any campus can schedule an appointment with WALES, though they should first seek support at their local campus.
Information you may Include in your Syllabus and D2L/BOLT [Before the beginning of each semester Ted Roggenbuck, Director, usually sends out an email with information comparable to this]:
"The Writing and Literacy Engagement Studio (WALES), supports students’ growth as writers and readers. We enjoy easing the writing process for all students from any background working in any major. We also enjoy helping students develop strategies for reading and making sense of research and course material. Students set the agenda for each appointment—whether they’re concerned about their reading material, about getting started on a writing project, about improving clarity, grammar, organization, or citations, or about any other aspect of reading, writing, or the English language. Our diverse group of WALES Consultants represent a variety of majors and share the common goal of working with students to develop skills and strategies that help them grow as readers and writers.
WALES will be open in BAKELESS 206 and also available online via ZOOM. During the COVID pandemic, it will still be possible to come to WALES in the Bakeless Center for the Humanities (room 206), but you must be able to share your document on a screen. WALES will also maintain a virtual space in Zoom during our regular hours.
To make a WALES appointment, either come to BCH 206 or use your Huskies email to contact email@example.com. You can also just drop in to WALES and work with the first available consultant, often immediately.
Please see the WALES website for more information.
Accommodations for Students is managed through University Disability Services. They suggest the following language for your syllabus:
[Name of Campus] values inclusion and seeks to create a climate of respect and the full participation and access for all students. It is the University’s policy and practice to provide reasonable accommodations for students with properly documented disabilities according to the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Students who have questions about these university services or have a disability are encouraged to visit the University Disability Services [campus location]..
Student Well-Being Support Statement
[Campus name] cares about your personal health and well-being. Experiencing difficulties associated with your health and well-being can promote an unhealthy level of stress which can adversely affect many facets of your life, such as your relationships, self-care, learning and academic success. Throughout your time at BU you or someone you know may experience a range of stressful situations… some of which may even create impediments to your success. Stressful circumstances such as illness, strained relationships, trauma, anxiety, alcohol or drug problems, and feeling down or depressed should not be ignored. The Student Counseling Center, as well as the Student Health Center, are available to help you navigate these difficult situations in order to help mitigate their impact.
To learn about or access the free, confidential mental health services available on campus simply call .., email ... or visit the website.
To learn about or access the services of the [Campus] Health Center call ... or visit the websiteg.
Help is available…please reach out as needed.
Library Research Help Information
Relevant Policies and Procedures:
You should contemplate and articulate policies on the following topics:
- Instructional Technology Requirements;
Policies on Cell Phone and Laptop Usage;
- Civility in the Classroom
- Tardiness Policies;
Policies on Late or Missed Assignments and Exams;
Syllabus Copyright Statement;
- Some faculty participate in Safe Zone or Military Green Zone Training and you might include language suggested by them;
- Legal Caveat or Disclaimer Indicating the Syllabus is Subject to Change;
- Privacy Rights (FERPA)
To learn more about the university’s policies and procedures, consult the complete list at: https://www.bloomu.edu/about/administration-and-governance/policies
Some essential policies to know that have been adopted by the University that directly impact the classroom:
- Academic Integrity, PRP 3512: Academic Integrity Policy
- Attendance Requirements, PRP 3506: Class Attendance Policy
- Campus Safety Statement (PRP 5221: Safety Policy Statement
- Compressed Schedule, i.e. Severe Weather Policy, PRP 5205
- Grades, Quality Points and Quality Point Averages, PRP 3522
- Student Disruptive Behavior Policy, PRP 3881
- Student Responsibility, PRP 3407
Copyright Your Syllabus
If you have concerns about commercial note-taking and its impact on student learning, or if you want to protect the intellectual property rights of your course content, then you should consider making a policy statement and copyrighting your syllabus. The university does not have a policy prohibiting students selling notes, yet the "Acceptable Use of Technology Policy" (PRP 2550) does prohibit the use of the university network (e.g. eMail, BOLT, etc) for personal financial gain. Kansas State University suggests the following language: "Copyright 20xx ([your name here]) as to this syllabus and all lectures. During this course students are prohibited from selling notes to or being paid for taking notes by any person or commercial firm without the express written permission of the professor teaching this course." By the way, exceptions should be made for Students with Disabilities Center and other note-taking assistance provided to students by the university.
To borrow books email TALE@bloomu.edu
The TALE Teacher-Scholar Awards Call for Proposals has been made. Proposals are evaluated on the basis of their value to the enhancement of teaching and learning in the classroom at Bloomsburg University. Six awards are being offered as a component of the Faculty Professional Development Program opportunities. The maximum funding for each is $2,000 and must be spent in the 2022-2023 fiscal year. Three awards are dedicated to tenure-track faculty; three are open competition to all tenured faculty. The funding will be granted to support the following categories: Workshop related to teaching; Non-Aligned Faculty Workshop/Conference; Faculty endeavors in developing and implementing new classroom strategies; Pedagogy-related research; and Service learning classroom components. Applications are submitted through InfoReady. Awards have been decided for 2022-2023. The next cycle, if we expect funding, will be announced late fall 2022.
The faculty are nominated by graduating seniors and selected by a committee of the Teaching and Learning Enhancement (TALE) Center Tenure-track and tenured faculty are eligible for the awards; faculty who have won the award in the last ten years are not eligible. The awards are announced near the end of each spring semester.
2022: Kerrie DeVries, Psychology; Christian Grandzol, Management and International Business; Scott Inch, Mathematical and Digital Sciences
2021: Brett McLaurin, Environmental, Geographical, and Geologic Sciences; Abby Hare-Harris, Biological and Allied Health Sciences; Michael Huben, Marketing and Professional Sales
2020: Carolyn LaMacchia, Information and Technology Management; Erin Brummett, Communication Studies
2019: Michael Hickey, History; Monica Favia, Marketing and Professional Sales; Jeff Brunskill, Meteorology and GIS
2018: David Fazzino, Anthropology; Victoria Geyfman, Finance; Claire Lawrence, English; Steven Welch, Management
2017: Jessy Defenderfer, Political Science; Biswajit Ray, Physics and Engineering, Craig Young; Teaching and Learning
2016: Kristie Byrum, Mass Communications; Mike Shapeero, Accounting
2015: Shiloh Erdley, Social Work; Darrin Kass, Management; Mary Katherine Waibel-Duncan, Psychology
2014: Jodi Ackerman, Instructor of Interpreting; Denise Klinger, Counseling & Student Affairs; Babak Mohassel, Criminal Justice
2013: Denise Davidson, Counseling & College Student Affairs; John Grandzol, Management; Jennifer Johnson, Psychology
2012: Thomas Starmack, Educational Studies & Secondary Education; Nathaniel Greene, Physics & Engineering
2011: Christian Grandzol, Management; Pamela Smith, Audiology & Speech Pathology
2010: Peter Bohling, Economics; Cynthia Surmacz, Biological & Allied Health
2009: Barbara A. Wilson, Exceptionality Programs; Michael J. Karpinski, Exceptionality Programs
2008: Margie Eckroth-Bucher, Nursing; Jennifer Scotter, Social Work
2007: Janet Reynolds Bodenman, Communication Studies; Frank D' Angelo, Early Childhood & Elementary Education
2006: Steven Hales, Philosophy; William Hudon, History
2005: Laura Davis, Finance & Legal Studies; Stephen Whitworth, English
2004: Darrin Kass, Management; Kevin Ferland, Mathematics
2003: Yvette Samson, Sociology; Michael Shapeero, Accounting
2001: Robert Gates, Educational Studies; John Grandzol, Management; Andrea Pearson, Art History
2000: Chuck Laudermilch, Sociology; Peter Bohling, Economics
Whitney Robenolt and Minday Andino, "Suicide Prevention Education Trainings"
Dina Clark, "Intensive Data and Analytics Summer Workshop"
Pamela Cook and Rebecca Toothaker, "Stress Reduction Strategies and Nursing Student Retention"
Michael McFarland, "Athletics Faculty - Return on Inclusion Leadership Certificate"
David Miller, "Voice Over Training for Actors"
Debra Minzola, "Point of Care ultrasound (POCUS) Workshop Implementation"
The Advisory Board and department liaisons, called Ambassadors, advise the TALE Director on programming ideas and budget. The Board is appointed by the TALE Director and departments elect their Ambassadors.
Erin Brummett, COLA
Robin Drogan, COE
Heather Feldhaus, Graduate Studies and Research
Dennis Frohlich, COLA
Kai Kuang, COLA
Paul Loomis COST
David Miller, COLA
Ronda Mariani, ZCOB
Cassandra Sachar, Academic Enrichment
Rebecca Willoughby, Academic Advisement
Marianna Wood, Biological and Allied Health Sciences
Academic Enrichment, Regina Bobak
Accounting and Business Law, Dina Clark
Athletics, Syrena Hess
Anthropology, Damien Marken
Art and Art History, Chad Andrews
Biological and Allied Health Sciences, Lauri Green
Chemistry and Biochemistry, Dan McCurry
Communication Sciences and Disorders, Mohsin Shaikh and Aswhini Kanade
Communication Studies, Shuzhen Huang
Counseling and Human Development, Whitney Robenolt
Economics, Richard Paulsen
English, Mark Noon
Environmental, Geographical, and Geological Sciences, Jennifer Haney
Exceptionality Programs, Angela Pang
Exercise Science, Noah Wasielewski
Finance, Lijuan Sun (alternate Chulhee Jun)
History, M. Safa Saracoglu
Information Technology, Analytics, and Business Education, Scott Mehall
Instructional Design, Technology, and Leadership, Jessica Briskin
Languages and Cultures, Jing Luo
Library-Reference Service, Kathryn Yelinek
Management and International Business, Jet Mboga (alternate Weichun Zhu)
Marketing and Professional Sales, Ronda Mariani
Media and Journalism, John-Erik Koslosky
Mathematical and Digital Sciences, Mahmoud Darwich
Music, Theatre, and Dance, Julie Petry
Nursing, Pam Cook
Philosophy, Kurt Smith
Physics and Engineering
Political Science, Sheng Ding
Psychology, Amy Covill
Sociology, Social Work, and Criminal Justice, Kevin Lally
Teaching and Learning, Denise Davidson
Calming the "Monkey Mind:" Tips and Tools for Mindfulness and Wellbeing (CC, video, 50 minutes)
Calming the "Monkey Mind" (Infographic)
Self-Care for Faculty: A Strategy for Weathering Challenging Times (CC, video 20 minutes)