Resources provided for faculty focusing on the following areas: preparing to teach; engaging students in learning; inclusive teaching; assessing and improving teaching; and evidence-based information on best teaching practices and innovative teaching practices.

Immersive Technology Play Date (OCT 31ST, 2022)

All Faculty, Staff and Students are invited to learn about the new campus Immersive Technology equipment (Virtual Reality and Augmented Reality) at an Immersive Technology "Play Date"

Monday, October 31st, 1:00 pm to 6:30 pm: Farragut Inn Living Room and Farragut Inn Video Conference Room.

You will have an opportunity to try on our new headset and experience the metaverse through our new software.

Show up any time between 1pm and 6:30pm and stay as long as you like.
Hope to see you there. Mark your calendars!

What Does It Take to Have Civil Discourse in the Classroom?

Building Student Confidence in Oral Communication: The Importance of Low-stakes Presentations. (Dr Barbour)

Most students dread presentations. Every time I start a new semester, and I announce that presentations are a requirement, the fear and tension in the room rises and becomes palpable. Granted, not every student hates presenting, but according to Marinho et al. a majority of college students, 63.9% to be exact, have a fear of public speaking (2017). However, the authors also note that “in the corporate world, oral communication is a critical tool for professional survival” (Marinho et al., 2017, 127.e8).

Read more.

Here is a recent article about how Virtual Reality (VR) is being used in college classrooms.
In this article, applications for VR at Ithica College are described.

Moonshot Scholars Program—Building Entrepreneurship Skills

This is a non-degree co-curricular program on entrepreneurship and innovation, otherwise known as our Moonshot Scholars Program, that aims to help you exercise your creative muscles so you can better meet the needs of tomorrow.

Register Now!

Virtual Reality was more effective at teaching soft skills concepts than classroom.

A new Study showed that Virtual Reality was more effective at teaching soft skills concepts than classroom and e-learning training.

Below is a link that provides a lot of detail into a new study demonstrating the effectiveness of Virtual Reality in teaching "soft skill" concepts.

Read Now

Working Smarter, Not Harder: Setting Up an Online Course to Save Time! (from Dr. Michael Barbour)

Faculty in higher education have found themselves with more classes, more students, and overall less time and methods for saving time. Therefore, using time more efficiently has become necessary to accomplish our goals. Below are strategies that faculty can use to effectively allocate time, maximize output for students, and minimize time spent revising or creating course materials throughout the semester or academic year.

Read Now

Congratulations Drs. Shona Mookerjee, Traci Stevenson and Grace Jones, 2022 Outstanding Teacher and Innovative Teaching Award Winners

Congratulations to Dr. Shona Mookerjee who has been named Outstanding Teacher for 2022 on the TUC campus. Dr. Mookerjee will receive a $1000 (net) award plus an engraved plaque to commemorate this honor.

Also, congratulations to Drs. Traci Stevenson and Grace Jones who have jointly won an Innovative Teaching Award (course level) for their work on the“Health Meets Food” Courseware Curriculum. Both Drs. Stevenson and Jones will receive $250 (net) and an engraved plaque.

Tips for new lecturers on the human elements that make students feel included. (Michael K. Barbour, Ph.D.)

Whatever one thinks about lectures, they’re here to stay. I just wish we better prepared people to give them. So, here’s a few things that I would like to say to a new lecturer.

Read More!

The Future of Virtual Reality Seminar (Zoom Recording)

Click here to view recording

Passcode: #^1Y.?rt

How to Hold a Better Class Discussion (Michael K. Barbour, Ph.D.)

Good discussions involve taking risks, by the students and the professor.
This comprehensive guide is filled with tips to help improve yours.

Read Now!

Building Relationships

There are a number of reasons — such as timing, competing commitments, differences of opinion, geography — why emotional distance can creep into the most important bonds. Here’s advice from seven TED speakers to help bridge some of them.

Read Now!

Please Welcome Dr. Kim Codella to TUC: Manager/Technician TUC Simulation Center

Dear Colleagues,

Please welcome Dr. Kim Codella to Touro California as the new manager/technician for the TUC Simulation Center.

Kim has been working as a Simulated Patient in the TUC Clinical Skills Center for the past several years.

His education includes:
Ph.D. in Near Eastern Studies, University of California, Berkeley, 2007.
M.A. in Art and Archaeology of Mesopotamia, University of California, Berkeley, 1994.
B.A. in the Humanities, with Honors, University of California, Berkeley, 1991.

Some of his employment background includes:

Professor, Emeritus, Humanities,
Humanities and Social Science Department, Cosumnes River College, Sacramento, CA. Since 2003 (Tenured. 2003-2018).
Contract Curator: Persian and West Asian Gallery, Asian Art Museum, San Francisco, CA. Fall 2002.
Humanities Instructor (Part Time), Diablo Valley College, Pleasant Hill CA (Fall/Spring 1997-2002).
Graduate Student Instructor, Introduction to the Middle East, Department of Near Eastern Studies, U.C. Berkeley (Fall 1999).
Phlebotomy Supervisor (1981-1991), Alta Bates Hospital, Berkeley, CA.

The Art of Listening

Dear Colleagues,

My favorite psychologist and educator, Dr. Carl Rogers, was one of my mentors. He was the founder of student-centered learning and client-centered psychotherapy.

In my lifetime, I have found that the best way to connect with others is through careful listening. Almost everyone wants and needs to be listened to.

Here is a wonderful article the explains in detail the art of active listening. Read Now!

Dr Jim O'Connor
Professor and Founding Dean Emeritus of the College of Education and Health Sciences
Director of the Center for Innovative Learning and Teaching, Western Division
Touro University California

Seeking Volunteers for TUC Immersive Technology Taskforce

We are in the early stages of developing an Immersive Technology Learning Center (ITLC) on the TUC campus. We have recently purchased a significant amount of new Virtual Reality and Augmented Reality equipment.

We are looking for faculty and staff who are interested in serving on an Immersive Technology Taskforce in order to provide guidance and direction for TUC as we move forward into the
metaverse and develop our new ITLC.

If you are interested in serving on this Taskforce, please email Dr. Jim O'Connor directly. I do not believe that this will be a large time commitment.

Thinking About Grading (Michael K. Barbour, Ph.D.)

This week I wanted to share several items related to grading that have pass over my electronic desk in recent weeks.

The first item
was a 12 year old article “Class Attendance in College : A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics.” The abstract for the article read:

A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades (k = 69, N = 21,195, r = .44) and GPA (k = 33, N = 9,243, r = .41). These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance, including scores on standardized admissions tests such as the SAT, high school GPA, study habits, and study skills. Results also show that class attendance explains large amounts of unique variance in college grades because of its relative independence from SAT scores and high school GPA and weak relationship with student characteristics such as conscientiousness and motivation. Mandatory attendance policies appear to have a small positive impact on average grades (k = 3, N = 1,421, d = .21). Implications for theoretical frameworks of student academic performance and educational policy are discussed.

You can access the article directly at Here

The second item
was actually a webinar that I attended, which was offered by the California Community Colleges. This particular session focused on the issue of ungrading, and the description and information to access the recording are below.

To access the recording, please follow the steps below:

1. Click Here

2. Enter this password: TeachForAll2021!

The third item
that I wanted to share is the notice of an up-coming session next month from a European organization that may be of interest to some faculty.

Studies in healthcare support the value of VR

Dear Colleagues,

Here is a recent article entitled: Virtual Reality and the Transformation of Medical Education.

This article is based upon usage of Virtual Reality at Oxford University College of Medicine, Oxford, England.

Here's the link:

Click Here

(CILT/Provost Office Announcement) Annual TUC Teaching Awards: Dates, Guidelines, and Eligibility information

Dear TUC Community,

The Center for Innovative Learning and Teaching (CILT) and the Touro University California Provost’s Office will recognize individuals who are engaged in outstanding teaching and in innovative teaching.

The Outstanding Teaching Award is a $1000 award.
Last year's awardees were Drs. Pamela Redmond and Chitra Pai.

The three (3) Innovative Teaching Awards are: one (1) $500 award for course or curricular level innovation and two (2) $250 awards for assignment level innovation.
Last year's recipients were: Drs. Gloria Klapstein, Carinne Brody, and ​Elena Lingas,

Each award winner will also receive a commemorative plaque.

The Outstanding Teaching Award is open to all faculty (with exceptions described in the attached document).

The Innovative Teaching Awards are open to all faculty and staff who are teaching.

Please see the attachment for details.

Deadline for submission is Friday, April 22nd by 3 p.m.

2022 Final TUC Outstanding Teaching Award

Talking About Teaching on Tuesdays with Paisley Rosengren, Jennifer Obodai, and Kyle Mefferd

Here is the link from yesterday's Talking About Teaching on Tuesdays with Paisley Rosengren, Jennifer Obodai, and Kyle Mefferd.

Note, there is a passcode below to access this video.

As well, the two PowerPoints used are attached.

This was a highly informative session focusing on students'needs related to their course work.

Watch Now

(Passcode: !8spnQ9&)

Student Challenges and What Instructors can do to (Download)

Student Challenges Presentation (Download)

How practicing unconditional positive regard can have a motivational effect on your students and your colleagues (5 minute read)

Dear Colleagues and Students,

Practicing Unconditional Positive Regard is a cornerstone of both student-centered teaching and client-centered psychotherapy.
Putting this practice into use can increase student motivation and have a positive effect on your relationships with your colleagues.
It can also have a positive effect on your well-being and personal motivation.

Below is a quick read, both explaining the concept and the benefits of unconditional positive regard.

Read here.

Applications of Immersive Technologies in Medical Education

On Wednesday, January 12th, Dr. Thomas Caruso of Stanford University,  and Michael Khoury, current TUC student in the MS in Medical Science program, presented "Applications of Immersive Technologies in Medical Education"

 Tom Caruso, MD, MEd Clinical Professor of Anesthesiology Stanford University and
Michael Khoury, BS, Stanford Chariot Program XR Program Manager

Access Recording

Talking About Teaching on Tuesdays. (Strategies and activities to motivate students)

The panel includes:

Dr. James McKivigan, Professor of Physical Therapy, Touro University Nevada

Dr. Louise Santiago, Assistant Dean and Director of the Graduate School of Education at Touro University California

Dr. Shona Mookerjee, Associate Professor of Basic Sciences, Touro University California College of Osteopathic Medicine.

Zoom Recording

Touro College Online Resources are available to you!

Touro College has an entire suite of professional tools and skill courses via
Touro College online.

If you aren't familiar with this, here is the link to this incredible array of resources:

Click here

This LGBTQIA+ Resources Guide, developed by the TUC librarians for the TUC community, contains LGBTQIA+ materials and resources available in the TUC Library and also identifies important LGBTIA+ national and international organizations and other resources that may be useful to students and faculty studying and researching this topic.

As we hire future colleagues to teach, here is a good article which suggests some excellent
questions that will give us insight into candidates' dispositions.

Written by M. Mark Wasicsko is the Bank of Kentucky Endowed Chair in Educational Leadership at Northern Kentucky University.
He has spent more than 25 years studying the dispositions of effective educators with particular emphasis on teacher selection and teacher preparation.

Here is an interesting read discussing Dr. Esther Steinberg's work on the effect of stress on emotions and disease.

One interesting aspect is the effect on human memory.

At a time when critical thinking is of utmost importance, it is important to review some basic rules of critical thinking to fortify our thinking against propaganda, pseudoscience, and general falsehoods.

Dr. Carl Sagan, famed American astronomer, planetary scientist, cosmologist, astrophysicist, astrobiologist, author, and science communicator, shares some important aspects of critical thinking in this 10 minute read.

Dr. Pamela Redmond and Dr. Chitra Pai receive first annual TUC Outstanding Teaching Award

The Office of the Provost and the Center for Innovative Learning and Teaching (CILT) are excited to announce that the first annual TUC Outstanding Teaching Award will go to two recipients; Dr. Pamela Redmond of the Graduate School of Education, and Dr. Chitra Pai of the College of Osteopathic Medicine.

All of this year's applicants were truly outstanding teachers, so it was a difficult task for the selection committee to determine the inaugural winners for this award. The selection committee (Dr. Ted Wang, Jennifer Pimentel, Dr. Gordon McCarter, and Dr. Jim O'Connor) after independently scoring the applications, made the decision to honor both Drs. Redmond and Pai.

Both Dr. Redmond and Dr. Pai will receive a $1000 award as well as a plague commemorating this honor. Furthermore, a permanent plaque, which will be placed in Lander Hall, will include their names as the first two recipients of the Outstanding Teaching Award. They will also be honored on Employee Appreciation Day on June 18th. Both Drs. Pai and Redmond will be part of a TCUS system-wide webinar on July 28th at noon (PST). They will join two award winners from the TCUS system in sharing some of their practices, which effectively promote student learning.

Below is a synopsis of Dr. Redmond's and Dr. Pai's attributes, which resulted in being the first annual recipients of this award.

Dr. Pamela Redmond was nominated by Dr. Louise Santiago, Director of the Graduate School of Education and Assistant Dean of College of Education and Health Sciences. Dr. Redmond joined TUC in 2008, and during her 13 year tenure as Chair of Graduate Studies in the GSOE, she has designed (or redesigned) and taught courses across 5 master’s degree concentrations. As a former special education and inner-city Chicago teacher, she is passionate about equity and inclusion. She articulates this passion across her teaching by encouraging teachers to not only be advocates for social justice, but to walk the walk by developing policies, teaching practices and lessons that provide multiple lesson entry and exit points so that every child can be part of learning activities and contribute. She asks teachers to re-imagine not only lesson delivery but how they create their classroom culture. As one who is facile with technology and media as well as with meeting the needs of those who learn differently, Dr. Redmond has long believed that we now have the tools to help every student access subject matter content in the way they learn best. She advocates for student voice and choice in how they learn. She also applies these principles to her own teaching practices. Over the last decade, Dr. Redmond has finely honed TUC GSOE Master’s programs via direct input from the field. She regularly meets with school district, county office and community college partners as well as with leading organizations to discern specialty areas in which there is need for leadership and teacher development. The programs she has developed support our district partners to leverage our graduates as internal professional developers and teacher leaders.Her teaching style is to model what 21st century classrooms should look like. Her classes are interactive and model the use of new technologies and pedagogies for learning. Dr. Redmond practices continuous reflection for improvement as an ongoing part of her daily practice and requires her students to keep a blog of their own reflections of their teaching and learning experiences as they grow during their studies at Touro. Over her Touro career, her course evaluations have been consistently above 4 on a scale of 5. Regarding efficacy, we know that in the Innovative Learning Master’s Program, the program in which Dr. Redmond currently teaches, has a 98% program completion rate. One in three of graduates moves on to a leadership position at the district or county office of education level according to an alumni survey (NapaLearns, 2020).

Dr. Redmond’s service to the profession is a testament to the importance she places on innovation in curriculum and teaching. She dedicates her time and effort to garnering input and serving organizations who influence the future of education: She co-chaired the American Association of Colleges of Teacher Education Innovation Committee for two terms, she serves on the Board of Directors for the NapaLearns non-profit, and the board of the Northbay Computer Using Educators. Dr. Redmond earned an Ed.D. in Organization and Leadership from the University of San Francisco. She also has an M.A. in Special Education from San Francisco State University and a B.A. in Human Development from Knox College in Galesburg, Illinois.

Dr. Chitra Pai was nominated by a group of 76 students in the College of Osteopathic Medicine. Dr. Pai joined Touro University California in 2018 as a Professor of Basic Sciences specializing in Microbiology and Immunology. She is the Integrated Systems Course Coordinator and the Global Health Program site coordinator.
She has a M.B.B.S (Bachelor’s in Medicine and Surgery) from J. N. Medical College, Karnatak University, India, and an M.D. in Medical Microbiology from J. N. Medical College and Hospital, Karnatak University, India. In 2011 she did a Postdoctoral fellowship in Laboratory medicine at The University of Minnesota Medical School. In 2017 she received Board certification in Public Health and Medical Microbiology by The American Board of Medical Microbiology.Here are some of the comments from the 76 students who nominated Dr. Pai. "Dr. Pai is the epitome of a great medical school professor. She goes above and beyond for her students." "She works diligently to deliver medical education in manner that helps facilitate learning. This proved to be even more true during the remote learning part of the semester." "There is nothing more Dr. Pai can possibly do to enhance my learning experience than what she has already done". "Absolutely exemplary when it comes to remote teaching. Dr. Pai made it so easy for us to get access to the material - both the slides and the video lectures.She always made sure to either have pre-recorded videos (that fit her slides) or made sure to record/upload her zoom sessions to canvas for those that did not attend it live." "She truly should be setting the precedent for how remote-medical school should take place." "In my opinion, Dr. Pai is doing everything that I could want a medical school professor to do for me as a student. A few of the things that she does that separates her from the rest include:
Offers abundant practice questions/spreadsheets/other resources for review of complicated material; provides clearly organized and digestible lecture slides; maintains a positive/supportive rapport with all students; stays abreast of updates to current literature on the subjects she teaches; provides clinical context for nearly all concepts she teaches." "I really can't think of anything more Dr. Pai could do to enhance my learning experience." "Favorite professor out of all my classes this semester !! Others need to take note of how she turns her sessions into an active learning environment!" "I think Dr. Pai is fantastic. She really wants us to think critically so we can become the best doctors possible."

"Dr. Pai is one of the best! Her material is well organized, relevant, and important to learn well! She is also very kind and serves as a great example as a physician." "Dr. Pai is an amazing professor and I am so grateful to have had the opportunity to learn from her this semester. "I truly appreciated how much she cares about not only our success, but also our wellbeing!" "There is nothing I can think of that Dr. Pai could do to enhance my learning experience." In her application, she was also nominated by her department chair, Dr. Greg Gayer. Some of Dr. Gayer's comments include: "One of my faculty, Dr. Chitra Pai, does stand out amongst her peers for the quality, quantity and innovation regarding her educational efforts. I was instrumental in hiring Dr. Pai to teach Microbiology and Infectious Diseases. Dr. Pai based on her previous experience, teaching awards, and leadership as a faculty at various universities was by far the best candidate... Dr. Pai is responsible for delivering all of the microbiology content to both the COM and MHMHS students. This is a large load requiring both a strong clinical understanding of disease states and significant knowledge regarding the specifics of microbiology." "Within her short time at TUCOM, it became very evident that she belongs to the breed of forward-thinking and creative educators that use the best practices of well researched pedagogy. She is an enthusiastic professor who strives to diversify her teaching. Her lectures are engaging and interactive and leverage the use of ‘pair and share’ and the ‘Audience Response Poll’ systems.She incorporates student-centric, active learning sessions that encourage higher order thinking and application."


TUC Innovative Teaching Award Winners: Congratulations Drs. Gloria Klapstein, Carinne Brody, and Elena Lingas

The Office of the Provost and the Center for Innovative Learning and Teaching announce the winners of the first annual TUC Innovation in Teaching Awards.

Congratulations to Drs. Gloria Kapstein and Carinne Brody, who each receive a $500 award for their innovations at the course/curriculum level, and to Dr. Elena Lingas, who will receive a $250 award for her innovation at the assignment level.

Not only will each recipient receive a monetary prize, they also each receive a plaque commemorating their achievements in innovative teaching.

Below is information about each of the award recipients, and their innovations in teaching.

Dr. Gloria Klapstein
is awarded a $500 Innovative Teaching Award for her work at the course/curriculum level. Dr. Klapstein is an Associate Professor of Basic Science in the College of Osteopathic Medicine. She has been employed at Touro University California since 2004.She was nominated for the award by Dr. Greg Gayer, Chair of the Basic Science Department in the College of Osteopathic Medicine.

Dr. Klapstein's award encompasses numerous innovations including: 1.A Canvas Site Model for Integrated System Courses; 2.New technology implementation in a new online format; 3.A mechanism for formative online question review after high stakes assessment; and 4.Incorporation of TrueLearn assessments into curriculum.

In his nomination letter, Dr Gayer states "... I can assuredly state that Dr. Gloria Klapstein’s course coordinating contributions, during the dynamic COVID period and
all the mandatory immediate adaptive changes, not only deserve considerations for innovation but also deserve a medal of valor for going above and beyond in producing
creative innovative solutions that allowed the entire COM course content delivery and assessment to be successful."

Included in her nominations were comments from numerous students, including "Dr. Klapstein is an absolute beacon of light, and this semester would not have run so smoothly if it was not for her showing up day in and day out and making sure all the recordings were correct, grades came out on time, and questions were answered in a timely fashion. Dr. Klapstein attended almost every single lecture to make
sure all ran well and her commitment always brought a smile to my face. I hope you realize how much your students appreciated your commitment to making sure we had our resources. Thank you so much Dr. Klapstein, you are truly an amazing educator in every way possible.”

Dr. Carinne Brody
is awarded a $500 Innovative Teaching Award for her work at the course/curriculum level.
Dr. Brody is an Associate Professor in the global health track of the Public Health program in the College of Education and Health Sciences. Dr. Brody has been employed at Touro University California since 2012.

Dr. Brody's innovations focus on use of the flipped teaching method in the MPH Program Evaluation and Quality Improvement course, a core course for all independent, joint and dual Master of Public Health students. In her letter of application, Dr. Brody stated " In the past, all course content was delivered during the regular weekly class times. Students were assigned some reading in preparation for class time, which included lecture and skills application activities in class. Last year, I invested the time to improve this class used the flipped teaching model. Now before each live class, students complete a dynamic online module when they engage with course material and then are given the opportunity to immediately assess their comprehension and apply their skills. As a result, students come to class prepared to apply their new skills in a more meaningful way to their ongoing projects, and I am able to assess understanding before class, so I can target my teaching to areas that need more support and use class time for more advances skills application."

Specific comments about the canvas modules Dr. Brody developed provide a sense of the students' responses:“I loved the canvas modules. They are super organized and had multimedia that was helpful!”and “I like the immediate quizzes so I know how I am doing.”

Furthermore, Dr. Brody stated "Using this flipped model, I know exactly where my students are in terms of their comprehension of the material on an individual basis before each live class. I no longer have to wonder, “Are they getting it?”or ask into a sea of blank faces, “Any questions?”I have their quiz scores, their discussion posts, and their skills tests available to confirm that they understand the main concepts and are ready for the next step. We have the time to apply their new skills to their own program evaluation plan which they work on iteratively all semester long. We also have the time to build community and give each other support by sharing about their projects and process."

Dr. Elena Lingas
is awarded a $250 Innovative Teaching Award at the assignment level. Dr. Lingas is an Associate Professor in the Public Health program in the College of Education and Health Sciences. She has been employed at Touro since 2009. Dr. Lingas is receiving this award for her innovation of the final course project, which replaced the final exam in the Health Policy and Management course, which is required for all Master of Public Health students.

In her application, Dr. Lingas stated "I am most proud of the pivot I made near the end of an exhausting semester to throw out the multiple choice/short answer final exam and to instead create a completely new, and dare I say creative, assignment. I devised a final exam assignment
that asked students to: 1) pick a topic we had covered in class for which their thinking had changed; 2) explain what they had previously thought about this issue and why they had thought this way; what were the influences on their thinking? 3) explain what they now think about this topic,
and what aspects of the class influenced their thinking; and 4) to imagine a specific future professional career for themselves and how this new knowledge would impact this future work.They could present the information as follows: 1) a 3 minute or less direct talk into the camera; 2) a PowerPoint presentation with voiceover wherein they did not need to show their face on camera, again at 3 minutes or less; 3) a 3 page paper; or 4) a concept map.Students performed much better on this assignment then they likely would have on a final exam."

How the Pandemic May Have Permanently Altered Campus Spaces

Dear Colleagues,

Here is a link from today's Chronicle in Higher Education that discusses how campus spaces may have changed for the future as a result of the pandemic.

Read now

5 Things You Should Do First Thing In The Morning To Be Happier All Day (2 minute read)

Here is a brief article from the Huffington Post about creating positive morning habits.

Click here.

Hope some of you find this of value.

Recording of patient panel discussion now available: TUC-IPE-2021

For those of you who were unable to rejoin the patient panel discussion, here is the link to the recorded session:

Click here

Understanding Student Motivation

Dear Colleagues,

Would you like to have a greater understanding of student motivation and the factors that influence their success and

Below is a link for a wonderful video from some of the world's experts.

This video is offered through SXSW.EDU

Here's a description:
Carol Dweck, one of the most influential and pioneering social science scholars of the past three decades, joined David Yeager, Associate Professor of Developmental Psychology at the University of Texas at Austin, and Mary Murphy the Herman B. Wells Professor of Psychological and Brain Sciences and Associate Vice Provost for Diversity and Inclusion at Indiana University, for a virtual SXSW EDU session.

Their discussion examined the science of human motivation. In the past decade, scientists have shown definitively that people’s mindsets—their beliefs about themselves and their place in the world—can shape motivation and enhance learning. The next decade will be about using this knowledge to make lasting changes in teaching and learning contexts and to reduce achievement disparities at scale. In the context of what we have achieved, this session unveils grand challenges for the future and shows how scientists and practitioners will work together to solve them.

“We believe that the power of growth mindset can not be known, can not be fulfilled, until we learn how to create cultures that instill a growth mindset and sustain it.”

–Carol Dweck, Lewis And Virginia Eaton Professor Of Psychology at Stanford University.

Click here.

New Library Resource Guide on Virtual, Augmented, & Mixed Reality Available

Dear TUC Students, Faculty, Staff,

The TUC librarians invite you to look at the new Virtual, Augmented, Mixed Reality Resource Guide we developed for the TUC community and just posted on the TUC Library website ( -- see on the left side under: Resource Guides. It is a pleasure to let you know that our work on this special guide was also assisted by our new librarian intern, Teresa Shellmon.

We would like to acknowledge and thank both Dr. Jim O’Connor and Dr. Tom Furness regarding this new resource guide. This guide was created in response to a request for such a guide from Dr. O'Connor who has been leading TUC’s campus training and focus in this area, and it was informed and inspired by the recent TCUS presentation arranged by Dr. O'Connor by Dr. Tom Furness, one of the pioneers and continuing leaders in this area of technology.

Here is the direct link to the new Virtual Reality Resource Guide:

Click here

The resources listed in the guide are books and other materials available in the TUC Library as well as other important and useful resources the librarians have identified on the topic. Any print books listed in this resource guide can be requested for check-out and for a Wednesday or Friday (12 noon-3 pm) curbside pick-up or, if you prefer print books can be mailed to you. Just send your requests to

We will continue to add to and improve this guide and very much welcome your comments and suggestions. Please send your comments and suggestions to:

We very much hope that this resource will be useful to you for personal growth, further exploration, discussion and study.

Tamara Trujillo
Library Director

Yuja Resources (Credit: Daniel Thompson)

Use this Canvas course as a resource area for Yuja. You will find how-to videos, documents, and a training calendar where you can sign up for a session.

How to Enable Yuja in a Canvas Course:

Yuja Training Calendar

To learn more about Yuja; Click here

How to Stop Catastrophizing: An Expert’s Guide

Vision and Breathing May Be the Secrets to Surviving 2020

In a recent article by Jessica Wapner (November 16, 2020) in Scientific American,
Stanford neurobiologist Andrew Huberman discusses the two things we can always control,
even during a high-stress election and scary COVID pandemic.

Read more

Important Canvas Tech Tip - Rich Content Editor

On behalf of Debbie Millican, EdS Instructional Technology - Instructional Designer: Touro University Nevada

Canvas will go to the new rich content editor in January 2021. You may get acquainted with the changes now by going to your Canvas course settings and toggling on the RCE Enhancements under the Features tab.

Below is an excellent YouTube video explaining all the RCE changes.

Watch video

Virtual Reality Creates New Worlds for Education Students BY ELIZABETH GANGEMI


Education is driving the future of VR more than any other industry outside of gaming. Here's why virtual reality gets such high marks for tutoring, STEM development, field trips and distance education.

Read more

Virtual reality can help make people more compassionate compared to other media, new Stanford study finds..

Stanford researchers found that people who underwent a virtual reality experience, called “Becoming Homeless,” were more empathetic toward the homeless and more likely to sign a petition in support of affordable housing than other study participants. The research was supported by a grant from the Robert Wood Johnson Foundation.

Read more

How VR is Improving Empathy Between Healthcare Professionals and Patients

Encouraging Student Engagement During Synchronous Meetings: Preventing Midterm Drop-Off

Some students become busy, overwhelmed, or unmotivated by the middle of the semester. This phenomenon has become even more apparent with COVID-19 protocols. Which is why building a community of learners has become so important despite physical distancing, but it’s also much more challenging. The following presents six scenarios with strategies and ideas to encourage accountability and build in motivation from the start of the semester so the momentum continues until the end.

Continue Reading

Tips on Creating a Virtual Student Experience in 2020 by Rebecca Rozakis

How can schools create a virtual student experience outside the classroom? From student groups to admissions and alumni relations, get tips on getting your full campus experience online despite Coronavirus.

Continue reading here

“Mind the gap”: Critical insights on the urgent transition to online learning in a time of crisis By Dianne Conrad

How to Build Community in a Zoom Class With Personal Essays by Rachel Toor (Credit- Dr Barbour)

Your students are Zoomed out. Here’s a way to help them connect to you and to one another.

Continue reading

Are You Working? How to Save Time on Grading and Doomscrolling By Rebecca Schuman (Credit- Dr Barbour)

Creating Magic in Your (Online) Classroom by Kenya Jenkins Fletcher (Credit- Dr Barbour)

5 Ways Medical Virtual Reality Is Already Changing Healthcare

Virtual reality is being labeled the 4th wave of computer technology. Many feel it is the future of both education and health care. This article demonstrates and explains how VR is already being used in the field of health care.

This is a quick read explaining VR and some of its current application. There are some cool short videos embedded in the article.

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Our HyFlex Experiment: What’s Worked and What Hasn’t by Kevin Gannon (Credit- Dr Barbour)

Armed with a can-do spirit, faculty members leaped into hybrid teaching this fall. The results have been decidedly mixed.

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25 Strategies to Engage Students on Your Next Zoom Meeting (Credit- Dr Barbour)

Now that we have all been thrust into the world of online learning, we have to figure out ways as educators to engage our students when they are online. Some of the first things schools did when shifting to remote learning was to hold regular video meetings with their students. These can vary based on the ages of the students and the frequency of when a teacher interacts with their students, but most teachers realized quickly that they can’t use the same behavioral strategies (like proximity) that they use in a physical classroom. This can lead to a lack of student engagement and involvement in what is trying to be taught regardless of age.

These 25 strategies listed here are not meant to take the place of deeper learning. That kind of learning is generally better when done with a mix of asynchronous learning. That said, in order to get our students to that deeper state of learning with greater depth of knowledge (DOK) levels, we need to make sure they are engaged when we have synchronous conversations and discussions. Some of these strategies take little set-up while others might take more time and energy to make them really successful. The purpose of these tools is to draw students into the lesson/activity and make them engaged and looking forward to your next virtual class meeting.

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Designing for Kindness – Kona Jones (Credit- Dr Barbour)

When students feel like their teacher cares about them as a person, as well as their success in the course, it creates a foundation of trust that promotes meaningful interactions and learning. This session covers what this learning environment looks like, how it functions, and the impact on student learning.

Virtual Conference link

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Raising Student Motivation During the Pandemic (by Shruti Nagpal, PhD)

10 Ways to Make Online Learning More Engaging - Sean Nufer (Credit- Dr Barbour)

4 New Zoom Features Educators Can Use to Enhance Virtual Teaching & Learning (Credit- Dr Barbour)

Hey, teachers! Zoom has a bunch of features you can use to better manage the online teaching experience, and we just rolled out four brand-new ones! Here’s how our features will help you teach — and students learn — over Zoom.

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Zoomtopia (Credit- Dr Barbour)

The Real Issue Isn’t Student Engagement (Credit- Dr Barbour)

6 Quick Ways to Be More Inclusive in a Virtual Classroom (Credit- Dr Barbour)

How do you create online or hybrid courses with an ethos of inclusion and equity embedded throughout?

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Teaching: How Professors Can Help Students Get Through the Semester by Beth McMurtrie (Credit- Dr Barbour)

The New Rules of Engagement (Credit- Dr Barbour)

This article from the Chronicle of Higher Education’s teaching advice columnist might be interesting to some faculty who are looking to create community and a greater sense of belonging in their remote instruction.

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Managing the Chat in Online Teaching (Credit- Dr Barbour)

Due to the pandemic, educators have had to make adjustments to their classroom delivery, including utilizing online venues such as Zoom, Google Talk, or CANVAS. While the use of these platforms aid in synchronous learning, they present one issue which differs from the in-person learning environment: the chat feature.

As an online educator, there are many things you have to be mindful of as you conduct your classroom. You wear many hats during an online session: you are the host of the meeting, you are teaching or running the show, and you may elect to use additional technology such as online polling software to encourage student engagement. At this point, you may find yourself overwhelmed. Then, you notice, in the corner of your eye, a flurry of activity in the chat. How do you handle the chat on top of these other responsibilities when the comments and questions are coming in so quickly? This is where strategies of streamers on Twitch, YouTube, and Facebook can be used to your advantage.

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Formative Assessment help instructors identify concepts that students are struggling to understand.

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Online Student Behaviors and Attitudes

Here is a great read for faculty, and for staff involved in admissions, retention, and recruitment. Also, for those involved in instructional design and IT.

It is a comprehensive survey conducted by Wiley, which looks at a variety of topics.

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Strategies and Tips for Successful Online Teaching. (Credit- Dr Barbour)

Online education can take a wide variety of shapes and forms, including technology platforms, media modality, instructional approaches, student arrangement, and temporal arrangements. The challenge is how to craft the experience for your diverse students, thereby engaging them in authentic learning experiences within this often unfamiliar, virtual environment. Author Dr. Linda Dale Bloomberg has 10 tips to help you dig deeper into the use and application of asynchronous and synchronous tools.
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Syncing with Students: Valuable Qualities of Synchronous Online Teaching (Credit- Dr Barbour)

What Students Want (Credit- Dr Barbour)

In recent months there’s been no shortage of surveys in which students describe the challenges they faced during the pivot to remote education in the spring and summer. Many struggled to secure consistent Wi-Fi access and a quiet place to learn. They felt overwhelmed, not just by the pandemic, but in trying to keep track of assignments, deadlines, and communication with their professors. They missed the routines and relationships of campus life. Motivation was a real challenge.

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Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes by Brittany Landrum (Credit- Dr Barbour)

Three Characteristics of High-Quality Questions in the Classroom. (Credit- Dr Barbour)

Also from Dr. Rouleau: Questioning is the second-most-used teaching technique (after teacher talk) but not all questions are created equal. In this video, you’ll learn how to ask your students higher quality questions in the classroom that will prompt them to think more deeply about the concepts and content they’re learning.

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Less is More, Be Comfortable and Creative, Be Kind: 3 ACUE Strategies for Successful Transition

ACUE has shared an article with 3 important strategies related to effective teaching during this great worldwide educational experiment.

-Less is More
-Be Comfortable and Creative
-Be Kind

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Playing Music and Videos through Zoom.

Storing Zoom Recordings And Transcription

Some information on Zoom Webinar.

With great teaching, students succeed.

Decades of scholarship have identified practices that help students engage, persist in their studies, and learn more.
ACUE’s Effective Practice Framework is a leading statement of the instructional skills that every college educator should possess.


Five Essential Strategies to Embrace Culturally Responsive Teaching.

Being culturally responsive is a critical and necessary feature of our interactions with one another. It is also vitally important in the context of education. Culturally responsive teaching is an approach that “empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings, 2014). The following practices provide five essential strategies for how educators can make their learning environments more culturally responsive.

1. Know your students
2. Be aware of your own personal biases
3. Transform your pedagogy and curriculum
4. Respect and reinforce student culture
5. Involve family and community

To read more about each of these five items, Click here..

Active learning using "transparent methods" (Source- Mary-Ann Winkelmes, Ph.D., Coordinator of Instructional Development and Research, Office of Faculty, Policy, and Research as part of the Transparency in Learning and Teaching Project.)

Transparent teaching methods help students understand how and why they are learning course content in particular ways.

This list of options is adapted frequently as faculty participants identify further ways to provide explicit information to students about learning and teaching practices.

These methods include:

-Discuss assignments' learning goals and design rationale before students begin each assignment.
-Invite students to participate in class planning, agenda construction.
-Gauge students’ understanding during class via peer work on questions that require students to apply concepts you’ve taught.
-Explicitly connect "how people learn" data with course activities when students struggle at difficult transition points.
-Engage students in applying the grading criteria that you’ll use on their work.
-Debrief graded tests and assignments in class.
-Offer running commentary on class discussions, to indicate what modes of thought or disciplinary methods are in use.

Blended Learning

Blended Learning Toolkit

  • This Blended Learning Toolkit is a free, open resource for educational institutions interested in developing or expanding their blended learning initiatives. The website includes: a blog where people share ideas, a detailed section focusing on the process of building a blended course, model courses, a section on effective practices, evaluation resources, and a section on current research.

Effective Class Discussions.

Prepare a structure - Because class discussion can be less controlled, instructors should have clear expectations for themselves and for students about topics to cover. Instructors might develop several key big-picture questions to ask at the beginning of class and have groups answer by the end of class. Part of a solid discussion structure also includes explicit details defining participation and grading.

Regulate the discussion - Instructors should feel free to insert themselves into conversation in order to keep conversation on track. Students especially appreciate this tactic when a few students monopolize conversation. After ensuring that groups are functioning well, instructors can invite especially talkative students to continue conversation after class or in office hours.

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Universal Design for Learning

Universal Design in Higher Education

  • According to the website, "Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."  For those of you designing new courses or new curricula, or if you are planning on revamping your course when the campus transitions from BlackBoard to Canvas, Universal Design for Learning is a great place to start.

Student Centered Learning

Naïve Task

  • The Chronicle of Higher Education publishes a weekly newsletter focusing on effective teaching in Higher Education, entitled “Welcome to Teaching." Here is an example of one article that may be of interest to you, which focuses on activating students’ curiosity.

Prezi - Carl Rogers: Student-Centered Learning and Learner-Centered

  • Briefly, Rogers believed that the most important aspect of effective teaching was the development of trust between the teacher and the student. Trust could be built when the teacher demonstrated empathy, unconditional positive regard, and genuineness towards her or his students.