March 2025 | Issue 8 | Volume 2 | Previous Issues
Online Education
One of the primary commitments expressed in the Vermont State University Vision Statement is to put higher education within reach of every student in the state. It is a lofty goal, but a worthy one that requires extending our institutional reach to students who are unable to attend campus-based classes. Rural residents, those who are unable to drive, and working adults with busy schedules are just a few examples of Vermonters who will benefit from our efforts.
In this month’s issue, online education will be our focal point. It is important to note, however, that the lines between “online” and “traditional” courses have blurred over the years as hybrid and blended options have emerged. Vermont State offers courses in ten modalities, several of which include elements that are typically associated with online learning. For example, courses in our Face-to-Face Plus (F2F+) modality are based in a physical classroom while also supporting students who join their peers over Zoom. Although the distinctions between modalities can sometimes be confusing, offering a wide array of options helps in meeting the needs of a diverse and geographically dispersed population of VTSU students.
The issue of the newsletter includes information about online theories and frameworks, related videos and resources, paid professional development opportunities, and a profile of a faculty member from our online division. In addition, campus partner updates are shared and recently developed workshops have been posted on the CTLI events calendar.
Whether you teach online, on ground, or a little of both, we are here to support you!
Jen Garrett-Ostermiller, Director
Jeff Tunney, Associate Director
Center for Teaching & Learning Innovation @ VTSU
Get to know us!
Faculty Spotlight: Lauren Mandych
In this issue of the Vermont State Educator, we are highlighting the background, experiences, and perspectives of VTSU online professor, Lauren Mandych, who specializes in lifestyle medicine, mindfulness, and naturopathic medicine. The CTLI appreciates the opportunity to share her thoughts and recommendations for building community and supporting students in an online environment.
Please tell us a bit about your background and the courses you enjoy teaching at VTSU.
I earned my Doctor of Naturopathy at the Canadian College of Naturopathic Medicine, where I focused on lifestyle medicine, the mind-body connection, and the “nature connection” (the health benefits of cultivating a relationship with the natural world). I am a Mindfulness-Based Stress Reduction (MBSR) teacher and a diplomate of the American College of Lifestyle Medicine.
I worked for many years in private practice in Montpelier, VT and currently work as a lifestyle medicine consultant with Washington County Mental Health Services (WCMHS). Through this work, I partner with WCMHS staff and clients to improve the foundations of health in both individual and group settings.
I began teaching for Northern Vermont University (NVU), now Vermont State University, in 2021 as part of the Holistic Health degree. I have taught several courses over the years, and I am especially fond of the Holistic Health, Wellness and Medicine course. I am passionate about supporting students’ ability to critically assess the resources and information that they encounter within this field. Students work all semester on a research presentation on a topic they are interested in learning more about and then present their final assessments at the end of the semester.
What are your favorite things about your field or discipline?
What I love about health and the field of naturopathic medicine is that there is always more to learn, and there is the opportunity to pursue your own interests within this field. As a practitioner and teacher, this allows me to engage with these topics with creativity and inspiration. For example, through WCMHS I have had the opportunity to educate and coach individual clients about the role of lifestyle in their physical and mental health, co-facilitate lifestyle medicine groups with new moms, set up nutrition and movement groups with elementary and middle schoolers, and lead mindfulness meditation sessions at the community mental health center.
What do you do to build rapport and community within your online classroom during the first couple of weeks of the semester?
Within the first few weeks of an online class, students are encouraged to share what brings them to our course, meaningful photos or other information about themselves that they would like their peers to know. In our first week, students also collaborate to create our class agreements for the semester. This way, each semester the students get to determine what is uniquely important to them when building a supportive classroom environment. Finally, within the first few weeks students meet remotely with a partner from the class to discuss any questions they have on their final presentation. As an asynchronous, remote class, students often express gratitude for the opportunity to meet with other students in their class and feel more connected to one another.
What advice or tips do you have for faculty members who are teaching an online course for the first time?
My recommendation is to take the opportunity, when possible, to meet with other VTSU staff. This could be taking different trainings offered by VTSU, CTLI consultations, meeting with one of the instructional designers or another avenue of interest to connect more with VTSU. When I first joined NVU (now VTSU) as an online instructor, I taught my classes without any significant contact with the rest of the school. I did not realize how disconnected my experience of teaching felt until I started to reach out and explore the different supports available. There are so many resources for instructors and all the staff that I have met with over the years have been incredibly knowledgeable and supportive. The more I have made the effort to utilize all that VTSU has to offer, the more engaged, curious and motivated I feel within my own role here.
What important lessons have you learned from VTSU students that have shaped you as a teacher?
One of the most important lessons I have learned from VTSU students has been that I cannot make anyone learn or be successful. However, when I am truly fulfilling my role as an instructor by creating a challenging, yet supportive learning environment, students are empowered in their own learning process and able to cultivate their own strengths and resourcefulness.
Adult Learning Theory
Lisa Hayward
Associate Vice President of Online Program Administration
Alexander Kapp originally coined the term “andragogy” in 1833 to describe the educational theory and process of adult learning. Since then, adult learner theory has become an established and researched scholarly discipline. Andragogy refers to a set of principles and methods specifically designed for teaching adults. Malcolm Knowles, an American adult educator, is known for the adoption of the theory of andragogy in US Education.
Adult learners have different learning needs, experiences, and preferences. They do best in environments with flexible, and practical content that ensures their engagement, self-motivation, and applicability of content.
What are some key components of adult learning theory?
- Readiness to learn: adult learners are more interested and ready to learn when they have (or see) an immediate need/application for the knowledge or skills, rather than just gaining general knowledge.
- Significance and relevance: adult learners are more engaged when they understand the purpose and relevance of the learning (materials, assignments, feedback etc.) to their lives and work.
- Motivation to learn: adult learners are internally motivated, driven by factors like self-improvement, job advancement, or personal goals.
- Engaging the senses: Adults learn better through a variety of sensory experiences, not just lectures. Real-world materials and application assignments are essential.
What are the general characteristics of adult learners?
- Age: 25 years of age or older, having delayed entering college for at least one year after high school.
- Responsibilities: they have significant responsibilities such as full-time employment, family, and dependents to support.
- Goals: Many are hoping to enhance their professional lives or switch careers.
- Maturity and motivation: Adult learners are generally more mature, independent, and self-directed in their learning compared to traditional students. They are highly motivated to acquire new skills and knowledge if these are applicable to the personal and professional goals.
- Psychological profile: They perceive themselves as responsible for their own lives and decisions.
How does VTSU compare to other institutions?
Adults over the age of 25 represent about 40% of enrollment in U.S. higher education institutions. At VTSU, about one third of the student body is 25 years and older. The average age of a VTSU Online student is 29 (both in UG and GRAD programs).
Resources
- Adult Education and Literacy Resources
- InterPro Teaching & Learning – This site summarizes Malcolm Knowles’s six assumptions of adult learners and provides practical applications for course design.
- Self-Directed Learning and the Academic Evolution from Pedagogy to Andragogy by Patrick Hughes (Editor); Jillian Yarbrough (Editor).
- The Adult Learner by Malcolm S. Knowles; Elwood F. Holton III; Richard A. Swanson; Petra A. Robinson
The Community of Inquiry Framework
Jeff Tunney
Associate Director of the Center for Teaching & Learning Innovation
The Community of Inquiry framework, which was originally developed for online learning environments, is a theoretical model that describes how meaningful learning occurs within an educational setting, typically by focusing on the intersection of these three key elements:
Social Presence: The ability of participants to identify with the community, communicate purposefully in a trusting environment, and develop interpersonal relationships by way of projecting their individual personalities (Garrison, Anderson & Archer, 1999).
Cognitive Presence: The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical Community of Inquiry (Garrison, Anderson & Archer 1999).
Teaching Presence: The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Garrison, Anderson & Archer, 1999).
If one or more of these elements is left unaddressed, student learning will frequently suffer. For example, some online students may still learn through their interactions with one another and the course material if there is minimal teaching presence, but the lack of a guiding voice on the part of an instructor with expertise in the discipline will result in an inefficient learning environment.
What is the composition of each presence?
The Inclusive Teaching Practices Program at the University of Denver (Iturbe-LaGrave, V., 2020) outlines the fundamental elements of each presence as follows:
Social Presence:
- Communication between and with the instructor and all members of the class
- Interaction with the instructor and all members of the class
- Relation of a learning community throughout the term
- Moves from introduction to community to camaraderie
Note: Social Presence is the main element needed before Cognitive and Teaching Presence can occur
Cognitive Presence:
- Motivating students to cognitively engage with course content
- A four-phase process: (1) triggering event such as an issue or problem; (2) Exploration through reflection and discussion; (3) Meaning construction as students discuss ideas; (4) Application of knowledge both in the course and outside the classroom.
Teaching Presence:
- Instructional design, especially providing different methods of providing content
- Organization of the course
- Facilitation of the discussion
- Moving the discussion through the four cognitive phases
- Direct instruction and assisting students with questions and understanding
Note: Teaching Presence is a significant factor in student satisfaction and perceived learning
What are some practical recommendations?
Being aware of the importance and composition of the three intersecting presences is a good starting point, but what are some of the practical steps that can be taken to increase the likelihood that meaningful learning is occurring within an online course? Below are several examples.
Social Presence:
- Introductions – When preparing to teach an online course, setup a no-stakes or low-stakes discussion board that can be used by students and the instructor to introduce themselves and build rapport during the first week of the course. The introductions can be text based, but it is a good practice to encourage students to post welcome videos. Also, polls and/or surveys could be incorporated as a means for learning more about the students who are enrolled in the course (e.g., preferred pronouns, program of study).
- Student (Office) Hours – In an asynchronous online course, office hours present an excellent opportunity to build bonds with students. Two best practices are to use Zoom for “face-to-face” engagement and a scheduling app, such as Microsoft Bookings, to schedule individual appointments with students.
- Discussions – Actively participate in class discussion assignments. Instructor presence is helpful for clarification of ideas and highly correlates to students’ motivation to learn, participation, and overall success and retention in the course (Hambacher, Ginn & Slater, 2018; Richardson et al., 2015). Active discussion participation establishes both social and teaching presence.
- Responsiveness – Respond to email within a defined time period (e.g., 24 hours). This period of time should be included in the syllabus and posted in Canvas.
- Supportive Interactions – Send or post messages that are respectful, positive, and encouraging to foster an environment of mutual respect. Discussion board activity provides opportunities to publicly praise quality student contributions.
Cognitive Presence:
- Trigger -Be intentional in developing assignment and discussion prompts. Pique the interest of the students by presenting a problem that isn’t immediately obvious or easily solved. Examples could be the analysis of a real-world problem or the discussion of a complex issues with multiple perspectives. When possible, build-in prompts that are relevant to the students’ own lives and experiences, which will enhance engagement.
- Exploration – Utilize multiple methods to encourage students to explore the issue either individually, as a group, or both. Scaffold assignments or use drafts to create opportunities to provide iterative feedback and low-stakes opportunities for individual growth. Encourage collaboration by assigning group projects and peer review processes.
- Meaning Construction – Use multiple methods to encourage students to derive meaning from their exploration. For example, hold individual or group debates to create opportunities for students to articulate their understanding and perspectives on a topic. This could be done synchronously through Zoom or asynchronously through a discussion. Consider incorporating reflection and/or journaling exercises to encourage deeper thinking about the topic. Most importantly, create opportunities for students to take action in response to constructive feedback. Perhaps, use a dedicated question and answer board to field follow-up questions, which could generate additional student engagement.
- Application/Resolution – Provide opportunities for students to apply their knowledge as it relates to the original trigger. This could be drawn out through a project (preferably scaffolded) with a real-world application. Providing latitude for students to submit their own project proposals could be a good strategy as they’ll have a vested interested in applying what they have learned.
Teaching Presence:
- Syllabus – Develop and post a comprehensive syllabus that communicates clear expectations. At Vermont State, the CTLI creates and shares detailed syllabus templates on a semester-to-semester basis.
- Course Structure – Ensure that your course has an intuitive and well structured design. At Vermont State, a Canvas course templates is available in Commons and instructions for adopting it are available on the CTLI site.
- Rubrics – Provide detailed grading rubrics written in student friendly language that spell out the expectations for a given assignment.
- Course Announcements – Post Canvas announcements for weekly introductions and/or recaps. Although text-based announcements are effective, consider bolstering the announcements with multimedia content (e.g. short lecture).
- Discussions – Actively participate in class discussion assignments. Instructor presence is helpful for clarification of ideas and highly correlates to students’ motivation to learn, participation, and overall success and retention in the course (Hambacher, Ginn & Slater, 2018; Richardson et al., 2015). Active discussion participation establishes both social and teaching presence.
- Gradebook Feedback – Provide timely and detailed feedback in the Canvas gradebook. In addition to text-based feedback, recorded feedback is another option to consider. According to one study, students have been shown to be three times more likely to make suggested alterations to assignments which had audio feedback (Ice et. al., 2007). Learn more about the Canvas gradebook by reviewing the “How do I leave feedback comments for student submissions in SpeedGrader?” guide.
Video
In addition to the references below, I’d encourage those interested in learning more to review this video on the 3 Energies of E-Learning (Higher E-Learning – Elevate Your Distance Ed, 2020), which is an informative overview of the Community of Inquiry model.
References
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Hambacher, E., Ginn, K. & Slater, K. (2018). Letting students lead: Preservice teachers’ experiences of learning in online discussions. Journal of Digital Learning in Teacher Education, 34(3), 151-165 doi: 10.1080/21532974.2018.1453893
Higher E-Learning – Elevate Your Distance Ed. (2025, February 25). The 3 Energies of E-Learning – Garrison Community of Inquiry (CoI) applied to Distance Education. YouTube. https://www.youtube.com/watch?v=guRoWTYfxMs
Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students’ sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.
Iturbe-LaGrave, V. (2020). DU Inclusive Teaching Practices Website: The Community of Inquiry Model Module. Retrieved from http://inclusive-teaching.du.edu/community-inquiry-model.
Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2123
Additional Resources
Increasing Social Presence Online: Five Strategies for Instructors
Strategies for Promoting Cognitive Presence in your Online Course
VTSU Membership with the Online Learning Consortium
We have good news to share! Vermont State University now has an institutional membership with the Online Learning Consortium, including benefits for faculty.
What is the Online Learning Consortium (OLC)?
OLC is a vibrant community dedicated to advancing quality online, blended, and digital learning in higher education. Founded in 1999 as the Sloan Consortium, OLC has been at the forefront of online education for over two decades. It brings together diverse professionals, including faculty, administrators, and instructional designers, offering extensive resources, original research, and professional development opportunities. OLC also provides quality standards tools to help institutions and faculty enhance their online programs.
How do VTSU faculty access the VTSU institutional membership?
Go to https://my.onlinelearningconsortium.org/ and click on “Create an Account.” Please use your @vermontstate.edu or @vsc.edu email address as your username, which will create the affiliation with the institutional membership. OLC has several newsletter groups you can opt-in to when creating your profile. If you choose to only opt-in to one newsletter, choose OLC Today. This newsletter covers noteworthy content as well as updates across OLC. This newsletter is sent every Tuesday.
What are the free benefits and opportunities for faculty?
All OLC webinars are free with institutional membership. These tend to last one-hour. In addition to upcoming webinars, many recent ones are available through the “on demand” option.
The peer-reviewed journal Online Learning is published quarterly and is dedicated to the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments
What additional professional development opportunities exist through OLC?
OLC’s highly regarded Online Teaching Certificate Program is discounted for institutional members. Leading from the conceptual to the implementation of online learning best practices, the Certificate is offered as a sequence of one foundation course, followed by elective courses and creation or revision of an online course under the guidance of a mentor. At the end of this program, participants will be prepared to design and develop a complete online or blended course based on current research and best practices.
OLC offers discounted workshops geared to faculty on a range of topics from artificial intelligence to trauma-informed pedagogy.
OLC sponsors two annual conferences: Innovate (spring) and Accelerate (fall). Innovate focuses on driving innovation in the realm of online, digital, and blended learning while Accelerate shares research and best practice related to these topics.
All VTSU faculty who are involved with, or who would like to learn more about online or hybrid learning are invited to take advantage of our VTSU Membership with the Online Learning Consortium.
How to Spark Online Discussions That Matter
Jen Garrett-Ostermiller
Director of the Center for Teaching & Learning Innovation
Discussions are the heart of online courses, promoting student engagement with each other, with content, and with the instructor. This 10-minute video delves into the art of crafting compelling asynchronous discussions that ignite curiosity and foster deep learning using the Practical Inquiry Model (PIQ).
The accompanying 21 Ways to Structure an Online Discussion guide, which was enhanced from a 5-part series published by Annie Prud’homme-Généreux in Faculty Focus, provides structures and approaches to facilitate various facets of the PIQ.
If you are interested in brainstorming your ideas or exploring the topic further, please feel free to schedule a consultation with the CTLI. We’d be happy to meet with you!
$$$ Professional Development: F2F+ Course Development or OER Adoption
These Summer 2025 opportunities provides a generous grant-funded stipend ($1750) for faculty who participate in and complete the curriculum development work. If you have questions, please reach out to the CTLI at ctli@vermontstate.edu.
F2F+ Option 1: Course Development
Through the Davis Educational Foundation grant titled “Prioritizing Access Through ‘Face-to-Face Plus’ Expansion + OER Adoption,” faculty stipends are available for one more round to develop courses in the F2F+ modality.
| Limited Funding Availability – Apply for priority consideration by March 1, 2025 |
| Attend a full-day kick-off retreat on Wednesday, May 21, 2025. Compensation: $300 |
| Complete a 4-week ‘Intro to F2F+ Teaching’ course in June 2025. •4-6 hours per week of attendance and homework (synchronous, offered in the F2F+ modality) •Complete a F2F+ course redevelopment map •Complete at least 2 F2F+ class lesson plans (practice 1) •Work with a Mentor to plan, revise, and develop F2F+ teaching •Practice with classroom technology Compensation: $1750 |
Please apply for priority consideration by 12noon on March 1 to develop a course in the F2F+ modality. Selected individuals will take a 4-week synchronous course in June 2025, during which they’ll map out the outcomes, assessments, and learning activities for a F2F+ course then design lesson plans for teaching in the F2F+ modality. Additional support will be provided for effective integration of technology. Faculty who have participated in this program in the past are eligible to apply, as long as you are converting a new class that you haven’t previously converted.
The grant was received from the Davis Educational Foundation established by Stanton and Elisabeth Davis after Mr. Davis’s retirement as chairman of Shaw’s Supermarkets, Inc.
F2F+ Option 2: Reducing Textbook Costs Through OER and Faux-ER Conversion
Through the Davis Educational Foundation grant titled “Prioritizing Access Through ‘Face-to-Face Plus’ Expansion + OER Adoption,” faculty stipends are available for one more round to make F2F+ courses more affordable by reducing or removing textbook costs.
| Limited Funding Availability – Apply for priority consideration by March 1, 2025 |
| Attend an kick-off retreat in early June (date TBD based on participant schedules). Compensation: $300 |
| Work with CTLI staff and Librarians to convert a F2F+ class to no- or low-cost course materials and textbooks in June, 2025. •Research Open Educational Resources (OER) relevant to course and discipline •Determine if OER materials will be adopted, adapted, created, or a combination •Select and create OER materials, ensuring costs for students will remain under $50 •Create resources and activities to accompany OER materials •Have students complete a survey about their OER experience •Share what you’ve learned through presentations, case study write-up, lessons learned tips, etc. Compensation: $1750 |
Please apply for priority consideration by 12noon on March 1 to convert an existing F2F+ course to no- or low-cost textbook/materials for students. With support of librarians and CTLI staff, you will explore existing Open Educational Resource (OER) and Faux-ER (e.g., through library subscriptions, etc.) materials to adapt or adopt; if no relevant materials exist, you will have the opportunity to create your own (or some combination of adoption, adaptation, and creation). Faculty who have adopted OER in the past have appreciated the ability to customize content to suit their outcomes, students, and interests. Students appreciate the emphasis on affordability and accessibility.
The grant was received from the Davis Educational Foundation established by Stanton and Elisabeth Davis after Mr. Davis’s retirement as chairman of Shaw’s Supermarkets, Inc.
ROAD to Success: Faculty Stipends
The ROAD (Rural Opportunity and Development) to Success team led by Beth Walsh is excited to announce a new, stipended course development opportunity for faculty. The ROAD to Success initiative (funded by RPED grant #P116W230038) aims to increase access to higher education for rural Vermont students.
Grant Objectives
One of the primary goals of the ROAD grant is to enhance educational accessibility for students in rural communities through online coursework. By developing high-quality online courses, we can break down geographical barriers and provide flexible learning options for students who may not have easy access to traditional on-campus programs.
Proposal Opportunity
All full- and part-time faculty are invited to submit proposals to develop fully online classes (which are not currently offered online).
Key Details:
- Selected applicants will receive a stipend of $1,000 per credit for course development at the completion of the process (e.g., a 3-credit course would yield a $3000 stipend).
- Faculty will work one-on-one with the ROAD grant instructional designer to ensure course quality and adherence to best practices in online education. There will be a minimum of three required remote meetings with the instructional designer.
- All courses will adhere to the VTSU Online Standards.
Priority Areas
While proposals from all disciplines are welcomed, priority will be given to courses that contribute to:
- The development of 100% Online certificates
- The development of 100% online degree programs
- Programs planned for future online delivery
These priority areas align with the grant’s long-term strategy to create comprehensive online learning pathways for students in rural areas.
Application Process
To apply, please submit the application form by May 1, 2025
Applications will be reviewed as they are received. Funding is limited, and faculty are encouraged to submit sooner rather than later.
All interested faculty members are encouraged to apply and contribute to this important initiative. By participating in the ROAD to Success grant program, you will play a crucial role in expanding educational opportunities for rural students and shaping the future of online education at our institution and in Vermont.
For more information, please contact Beth Walsh at 802.635.1377 or Beth.Walsh@VermontState.edu.
OUR GPS Research Fellows: Request for Proposals
Dr. Britt Green
Director of the McNair Scholars Program and the Opportunity for Undergraduate Research and Graduate and Professional Study (OUR GPS)
Dr. Debbie Warnock
Assistant Director of the McNair Scholars Program and the Opportunity for Undergraduate Research and Graduate and Professional Study (OUR GPS)
What is OUR GPS?
OUR GPS (Opportunity for Undergraduate Research and Graduate and Professional Study) is a new initiative funded by the Chancellor’s Innovation Fund. The goal of OUR GPS is to provide undergraduate students interested in pursuing graduate or professional education with research experience while receiving support and guidance from a faculty mentor.
We are seeking proposals from faculty members who would like to mentor undergraduate students in a paid research opportunity. OUR GPS will support the funding of five faculty-student research fellow pairs to begin working together this summer on their proposed project.
OUR GPS aligns with the following objectives of the VTSU strategic plan:
- Objective 1: Increase access to affordable, high-quality educational opportunities for learners throughout Vermont and beyond
- Objective 2: Position Vermont State as a premier career-ready university
OUR GPS (Opportunity for Undergraduate Research and Graduate and Professional Study) is a new initiative funded by the Chancellor’s Innovation Fund. The goal of OUR GPS is to provide undergraduate students interested in pursuing graduate or professional education with research experience while receiving support and guidance from a faculty mentor.
Program Benefits:
- Paid experience conducting research (Faculty receive $1,200 stipends; students will be paid $18/hour)
- Individualized support from OUR GPS staff and faculty mentors
- Opportunity to present at the Annual Fall Research Symposium at VTSU – Castleton
- Access to the Council on Undergraduate Research Community, including online resources, mentoring, and networking opportunities
- OUR GPS in-person networking socials
- Funding to attend conferences or visit graduate schools (Each student eligible for up to $1,000)
Eligibility Criteria:
- Open to all faculty and students in the Vermont State Colleges system. Faculty and students at CCV are especially encouraged to apply
- Students must be enrolled through the Fall of 2025 at either VTSU or CCV to qualify.
- Faculty applications must include a short proposal of around 200 words describing the research project they would like funded, as well as a current CV.
Apply by March 31, 2025!
Application Notes:
- The application deadline is March 31, 2025 and includes the submission of the application and all required documentation, which must be uploaded into the application before submission.
- Review of applications by OUR GPS staff will begin immediately.
- Faculty applications will be scored based upon the feasibility and impact of the research. Applicants will be notified of the decision by April 18, 2025.
- All applicants are encouraged save any statements/long answers in a Word document and then copy/paste them into the online application.
- Please contact OUR GPS staff with any questions about the application:
- Dr. Debbie Warnock: debbie.warnock@vermontstate.edu
- Dr. Britt Green: brittany.green@vermontstate.edu
Campus Partner Update: VSCS Libraries
Check out the VSCS Library website for up-to-date news, services, and resources. If you have specific reference or resources questions, be sure to reach out to your liaison librarian. For questions or feedback, please reach out to us at libraries@vsc.edu. Learn more about the library resources, services, and events below!
Our Libraries are open!
Stop by to see us at one of our 5 campus libraries! Our facilities welcome all CCV and VTSU community members. Whether your classes are in person or online- we are here for you. For the most up to date hours, news, services and resources, visit the VSCS Library website.
March Virtual Displays: Women’s History Month and International Mother Language Day
For the month of March, we are celebrating Women’s History Month. The theme for 2025 is “Moving Forward Together! Women Educating & Inspiring Generations.” Check out our current display as well as previous displays here: March 2025 – Women’s History Month
International Mother Language Day was held on February 21, 2025. VTSU Multilingual Students Services and the VSCS Libraries collaborated on a display to celebrate linguistic diversity, promote multilingualism, and highlight the rich cultural and linguistic heritage of our community. Check it out here: February 21, 2025 – International Mother Language Day
Spring Semester Workshop Highlight: Intro to eBooks Tools and Features
This 30-minute webinar will cover an overview of the resources EBSCO and Gale eBooks offer, including academic texts, reference materials, and professional guides. Both platforms offer powerful tools that enhance the research experience, helping users find, interact with, and cite scholarly content efficiently. The workshop is scheduled for March 25, 2025 at 11:30am. Can’t attend live? The recording will be available on our website. See Tutorials and Workshops for this and more upcoming workshops.
Campus Partner Update: Student Success
Student Success Core Team Relaunches
Kelley Beckwith
Vice President of Student Success
To move forward with priorities resulting from the Complete College America conference, the Student Success Core Team is relaunching. The team will work toward two objectives this spring:
- Defining Student Success for VTSU including goals, outcomes, activities, and an assessment plan
- Enhancing the First-year Experience for all students
The SS Core Team will include students, faculty and staff. Four faculty are confirmed so far with a fifth faculty member in the works:
- Jeff Higgins, Professor, Literature & Writing
- Anna O’Shea, Assistant Professor, Business Administration
- Barclay Tucker, Professor, Graphic Design
- Phil Whitman, Associate Professor, Art
The team will seek input from across the university into the definition of student success. Opportunities to provide feedback will appear in this newsletter later this semester, along with a complete list of members and other updates about the team’s work.
Peer-Assisted Learning (PAL)
Jennifer-Kristina Jones
Assistant Vice President of Academic Support and Educational Opportunity Programs
As we continue working to support student success at Vermont State University, I’d like to invite you to partner with Academic Support in offering Peer-Assisted Learning (PAL) for your students in Fall 2025. PAL is our version of Supplemental Instruction (SI), a research-based model that has been shown to increase student persistence, improve course performance, and enhance engagement in historically challenging courses.
We are especially looking to collaborate with faculty teaching gateway courses and courses with high DFW rates, where PAL can have the greatest impact. In this program, students who have successfully completed your course serve as PAL Leaders, facilitating regular, peer-led study sessions to help current students deepen their understanding, develop effective learning strategies, and build confidence in the material.
How PAL Supports Your Course:
- Provides structured, peer-led study sessions that reinforce course concepts.
- Encourages active learning and collaborative problem-solving.
- Helps students develop strong study habits and self-efficacy.
- Creates a supportive academic community that fosters engagement and persistence.
How You Get Involved:
- Identify a strong student from a previous semester to serve as a PAL Leader.
- Meet briefly with your PAL Leader each week to discuss course material and student progress.
- Allow occasional in-class announcements about PAL sessions.
- Encourage student participation in PAL to support their success. Some faculty include PAL attendance points in final course grades.
For more information or to recommend your course for PAL support, please contact me at jennifer.jones@vermontstate.edu.
We would love to explore how PAL can support your course and students!
Spotlight on LinkedIn Learning Resources for Faculty
What is LinkedIn Learning?
LinkedIn Learning provides 24-hour access to high-quality, on-demand, online video courses and collections for professional development and training in specific skills, taught by industry experts. LinkedIn Learning has over 300,000 tutorials and 16,000+ professionally produced videos on a wide range of topics.
Each month, we’re featuring LinkedIn Learning courses that may be of interest to you or your students.
Here’s the selection for March:
- Learning to Teach Online
- How to Create an Engaging Online Learning Environment
- Teaching Techniques: Blended Learning
- Teaching with Technology
- Foundations of Accessible eLearning
LinkedIn Learning is now available to everyone on campus, including students, at no cost!
Bookmark LinkedIn Learning in your favorite browser and use your VTSU credentials to sign in.
The VTSU license for LinkedIn Learning is available through a recent federal grant for the next two years.
Teaching with AI: Licenses Expire April 30 – Get Yours Now!
Are you interested in learning more about ChatGPT and other artificial intelligence (AI) tools?
The Center for Teaching & Learning Innovation has partnered with the Auburn University Biggio Center for the Enhancement of Teaching and Learning to provide VTSU faculty members with an opportunity to participate in the award-winning Teaching with AI, a fully-online, self-paced, asynchronous course especially designed for higher education faculty.
The course, which includes content focused on the technical, pedagogical, theoretical, and ethical implications of AI, should be beneficial to beginners as well as more advanced users of this emerging technology.
What are the goals of the course?
- Learn about AI and its implications for teaching and learning in higher education – especially those relating to academic integrity;
- Consider examples (good and bad) of how to redesign courses for AI;
- Experiment with AI tools, redesign assignments, and get feedback;
- Engage in conversations about your thinking on topics related to AI in the college classroom;
- Access a (growing and evolving) repository of research on teaching with AI;
- Engage your department colleagues in the conversation by modeling best practices and sharing your learning to ensure students in your program have a consistent, comparable learning experience no matter who is leading the class.
What is the time commitment and what do I earn by completing the course?
- The total time for an engaged learner to complete all five modules is between 10 to 15 hours.
- The VTSU licenses expire on April 30, 2025.
- If you complete one assignment at the end of each module, you will earn an AI Explorer digital badge to add to your CV.
How do I sign-up?
The CTLI has purchased licenses for 100 VTSU faculty members, available first-come, first-served. Please submit the form below to express interest. As long as licenses are available, your login credentials will be created and your enrollment into the course will be initiated. Further instructions and correspondence will be emailed to your Vermont State email address.