Actual comments I’ve received on course evaluations, over two decades of teaching: “Professor Cramer can be so random; adhd much? And I don’t even know why she bothers writing on the board—no one can read it.”  “So.Much.Work for this class.”  “If you’re going to assign all of that reading, we should at least discuss it.”  “Keep her forever, Drake!” “This was my favorite class!” “Hawt.” “U dress so cute!” “Women with young children should be in the home.”

Yep – from the honest but hurtful, to the helpful critique – from the lovely (but vague) kudos to the inappropriate comments on my physical appearance and life choices – my end-of-semester evaluations from students have run the gamut.  And, yep: I’ve obsessed over the mean ones, the pointless ones, and the ones that boost my ego when it flags.

We know, from the ample literature on student evaluations of teaching, that they are absolutely flawed instruments.  We also know that we use them for developmental conversations with our chairs and colleagues, as evidence of teaching effectiveness in our tenure and promotion materials, and as a way to think about how we approach the same course, the second-third-fifteenth time around.

What should we do, then, with teaching evaluations?  How can we read them in a way that helps our pedagogy?  And, what other forms of evidence could we use to establish a record of excellent teaching?

Please join Deputy Provost Renée Cramer in a Center for Teaching Excellence conversation: What Do We Do With Student Evaluations? Our conversation on Friday, Feb. 25, from 11 a.m.–12 p.m. (lunch provided) in Howard Hall will explore how faculty can read, understand, and integrate what we learn from student evaluations of our teaching. We will also discuss the problems of relying on these kinds of evaluation, and talk about how we can, perhaps, better understand if we are meeting our goals and objectives in the courses we teach, than through sole reliance on a potentially problematic instrument.

— Renée Cramer, Deputy Provost

The Office of Global Engagement invites nominations for the Principal Global Practitioner/Scholar-in-Residence Program for 2022–2023, seeking to attract talented individuals from academia or the professions who have outstanding international expertise to teach a course, mentor students, give public lectures, work on joint research with faculty, and aid the global capacity-building of the institution as a whole through fruitful collaborations. Nominations will be considered for fall, spring, or the full academic year.

Nomination Instructions:
Candidates should be nominated by faculty or administrators within the academic unit to which they will be attached. (Candidates must be non-Drake faculty or employees). Please submit the following supporting materials:

• A nomination letter discussing the qualifications of the candidate and expected contributions to the department and Drake University as a whole
• Candidate’s biographical information
• A letter of interest from the candidate
• A letter of support from the department chair and college/school dean

Nominations should be directed to Annique Kiel, executive director of Global Engagement and International Programs, by Feb. 18, 2022. Units considering a nomination are encouraged to consult with Annique prior to submission (annique.kiel@drake.edu).

Among the criteria to be considered for the nominee:
1. A record of recognized leadership in a global context and distinguished professional accomplishment in their field
2. A documented commitment to international understanding and global citizenship
3. An ability to bring global perspectives and experiences to the Drake community
4. A willingness and ability to offer a course(s) that complements the existing curriculum and meets rigorous academic standards.

In recognition of their contributions, Global Practitioners/Scholars receive a stipend, a travel allowance, an appropriate workspace in the host college/school, and access to university facilities. Global Practitioners/Scholars will be affiliated with an appropriate academic unit for at least one semester and offer at least one course per term.

This program is proudly sponsored by the Principal Center for Global Citizenship, housed within the Office of Global Engagement.

—Bonnie Ehler, Global Engagement

Nominations are being accepted for the Principal Global Citizenship Award, recognizing outstanding contributions to global engagement and internationalization of the campus and curriculum on the part of faculty or staff. The selected awardee will receive a plaque, up to $3,000, and will be announced at the 2022 Global Citizen Forum in March. A screening committee will review all nominations and make recommendations to the Provost.  Nominations should be submitted to Bonnie Ehler at bonnie.ehler@drake.edu by Monday, Feb.14, 2022. 

A letter of nomination should be submitted recommending an individual for the award and explaining the context and manner in which the nominator has come to know the faculty or staff member. This letter should speak to the following qualifications:

Pursuant to the University’s mission to develop “responsible global citizens,” explain how the nominee has made outstanding contributions at Drake toward realizing the following:

1. Support Drake University as a global institution by creating linkages to global partners in local, national, and international settings;
2. Develop and/or actively support global and intercultural learning opportunities for Drake students;
3. Develop infrastructure, resources, and partnerships to support internationalization and global engagement.

The nominee must be a faculty or staff member with at least four years of service at the University. The nominee cannot have won this award within the past five years. Faculty and staff members who report directly to Global Engagement are ineligible.

Nominees who indicate a willingness to be considered will be invited to submit a resume or C.V. and a statement discussing their contributions to the above goals. Up to three letters of support from unit or institutional leadership, faculty, staff, or students will be accepted (this is optional).

Any individual who was nominated for the award in 2021 may be re-nominated if the nominator resubmits a letter offering the individual for consideration this year. Files of previous nominees are maintained for one year. If a faculty/staff member is re-nominated, the nominator will be invited to review the file from the previous year to ensure that the nomination is as current as possible.

Past recipients include:

2021 – Sally Haack, Professor of Pharmacy Practice, Clinical Sciences

2020 – Jody Swilky, Ellis and Nelle Levitt Professor of English/Writing Workshop

2019 – Pramod Mahajan, Professor of Pharmaceutical Sciences

2018 – Tim Knepper, Professor of Philosophy/Comparison Project Director

2017 – John Rovers, Professor of Pharmacy & Health Sciences

2016 – Ellen Yee, Professor of Law/Director of International Programs

Nomination letters are due by Feb. 14, 2022 and should be sent as an attachment to bonnie.ehler@drake.edu.  Questions may be directed to Annique Kiel, Executive Director of Global Engagement and International Programs, at annique.kiel@drake.edu.

— Bonnie Ehler, Global Engagement

Drake Basketball will host Faculty and Staff Appreciation Days on Friday, Feb. 4, and Saturday, Feb. 26. Each faculty and staff member can receive up to four complimentary tickets to each game.

Redeem Tickets: Feb. 4 – Women’s Basketball Pink Game vs. Valparaiso at 6 p.m. Free T-shirt giveaway!

Redeem Tickets: Feb. 26 – Men’s Basketball vs. SIU at 3 p.m.

For more information on all Faculty and Staff Appreciation days, visit DrakeTix.com/facultyandstaffdays. Please remember that per Drake University policy, masks are required in the Knapp Center.

— Aimee Lane, Athletics

The Office of University Communications and Marketing is excited to announce the launch of its new internal department site within the University intranet. Content on this site is only accessible to internal audiences (faculty, staff, and students). You can find UCM’s internal department site by going to:

1. my.drake.edu
2. Campus Resources > Department Sites
3. Administrative Departments > University Communications & Marketing

On the department site, you will find UCM’s Toolkit with helpful brand, editorial, logo, and graphic design resources; PowerPoint and Word templates; and information about the people and functions of UCM.

ITS is helping departments across campus create internal department sites. These sites are an ideal place to house internal-audience content securely and provide an easier path to navigate to employee forms, resources, department news, and other key information for the Drake community. 

If your department would like to transition to an internal department site, contact Jeff Regan, technical project manager, at jeffrey.regan@drake.edu.

— Kelsey Faybik, University Communications and Marketing

Professional and Career Development Services is now accepting applications from departments for funding supporting True Blue Micro-internships for students.

What is a micro-internship?
Micro-Internships are short-term, paid, professional projects that are similar to those given to new hires or interns. These projects enable students and recent graduates to demonstrate skills, explore career options and build a network. Unlike traditional internships, micro-internships range from five to 40 hours of work. Micro-internships are common and used by companies ranging from those in the Fortune 100 to emerging start-ups. The scope of micro-internships is typically hyper-focused on a specific project, task, or deliverable.

Requirements:

• Funding cannot be used to offset the cost of regular office student workers
• Must be used to support a project-based experience
• Projects cannot exceed 40 hours
• Pay for the position is $9/hr (if selected PCDS will fund up to 20 hrs)
• The experience must help develop the student’s True Blue Skills:
  • Critical Thinking/Problem Solving
  • Collaboration
  • Personal Responsibility
  • Communication
  • Digital Proficiency
  • Leadership
  • Global/Intercultural Understanding
  • Innovation
  • Growth Mindset
  • Values Driven

This support is available as long as funding remains in the account.

To apply, complete the survey at: https://drake.qualtrics.com/jfe/form/SV_cNiFWfLl08b1MKa.

— Chrystal Stanley, Professional & Career Development 

The Office of Global Engagement is excited to kick off the Spring 2022 intake for Drake Intercultural Community Exchange (DICE). This volunteer program matches faculty and staff (and their families) with incoming international students for a term (or longer), with the goal of fostering meaningful connections beyond the classroom.

DICE hosts would be expected to reach out to their student two or three times a semester to grab a meal, participate in a shared interest, or meet up at DICE/ISSS-sponsored events. Participating as a DICE volunteer is open to ALL Drake faculty and staff. The only requirement is that you have a strong interest in developing an inclusive community and the desire to make our international students feel welcome.

If you are interested in becoming a DICE host, please complete our online application: http://drake.qualtrics.com/DICE_HostApplication

If you have any questions about the program, please send inquires to Jorona Johnson, international student advisor, at jorona.johnson@drake.edu.

— Jorona Johnson, Global Engagement

Every Tuesday in OnCampus the Deputy Provost shares two articles with a read time of 10 minutes.

In January, more than two dozen faculty gathered across three mornings for workshops on pedagogical problem-solving, syllabus construction and the scholarship of teaching and learning, and setting appropriate goals for scholarship/creative work plus service in the spring. You can access recordings of these development opportunities here, in the folder for the Center for Teaching Excellence on Drake’s Panopto page.

We have several more faculty development opportunities planned for this spring, through the Center for Teaching Excellence. Please keep your eye out in this space every week for Eventbrite links to sign up.

The opportunities include a Books for Breakfast series. We’ll read Kevin Gannon’s teaching manifesto Radical Hope in February, and Jennifer Louden’s creativity manifesto Why Bother? in April.  Sean Severe (Associate Dean in CBPA) and Natalie Bayer (Associate Dean in A&S) have agreed to co-lead two sessions on Nathan Grawe’s newest book on meeting the challenges of the demographic trends in higher education, The Agile College, in March.

You can sign up for the February Books for Breakfast here. We’ll chat about Radical Hope on Feb. 15 and Feb. 22 in Howard Hall (I’ll bring pastries, tea, and instant coffee) from 8:30–9:30 a.m. If you want to talk about Radical Hope, but cannot make this time work, please email renee.cramer@drake.edu and we’ll think about finding a supplemental time.

CTE will also sponsor lunches this spring to talk about the Scholarship of Teaching and Learning—inviting our colleagues to share their research, and brainstorm about potential projects.  And, CTE will host faculty development relating to delivering on the promise of our AOI core curriculum, developed with help from the Drake Curriculum and Assessment Committee.

In May, we’ll have two-day workshops for new and aspiring FYS instructors, as well as for faculty interested in making sure their courses are absolutely accessible when they migrate to virtual spaces. Finally, keep your eyes out for a reprise of the goal-setting workshop. We’ll meet in community to plan a restful and productive summer for our 9- and 12-month faculty.

— Renée Cramer, Deputy Provost

Every Tuesday in OnCampus the Deputy Provost shares two articles with a read time of 10 minutes.

Welcome to the spring semester! As you know—because you’re in the midst of it—we have moved to two weeks of remote instruction to begin the semester. In coordination with Drake’s Office of Global Engagement, as well as Drake Online and Continuing Education, I want to share these six essential steps to making the first two weeks work well for you and your students.

1. Use Blackboard Learn Ultra. Our LMS allows you to easily distribute course materials, share your syllabus and course schedule, provide resources for support, communicate with students, and manage attendance. When we all use one common LMS, students know where and when their courses are and will experience less confusion these first two weeks.
2. Use Blackboard Collaborate or Zoom when you meet with your students synchronously. Both are available through Blackboard Learn Ultra within your course. Students simply click the appropriate link within the course to “attend.” Using these within the course will simplify your communication to students and lessen any complications to joining their course.
3. Create simple modules within Blackboard. Creating one or two simple modules for the first two weeks will help direct students to the right materials, readings, schedule, etc. Setting up a module in Blackboard is straightforward, once you know the steps. Drake Online has a quick video that can walk you through the steps if needed; ITS has a knowledge base article on building courses within the LMS.
4. Communicate with your students. Send an email to students to share your plan for the first two weeks. Include all information about where and how you will meet, about what your expectations are, and about your learning objectives. A good practice is to sign-post everything; another good practice is to over-communicate: have the same information in multiple places (in the syllabus, on the course Blackboard site, as part of your introductory comments in class, as an announcement that is emailed). And remember, clear communication isn’t haphazard—it isn’t useful to email students every time you remember something, rather, plan your communications.
5. Build engagement during these first two weeks. Blackboard, Blackboard Collaborate, and Zoom all have features that help build engagement and a sense of community.  Use discussion boards, breakout rooms, and other online activities that will help build excitement for your class and the semester. Even if you don’t normally have a group exercise, adding something small during the first two weeks will help our students interact with each other. A good example might be to have small groups find what they have in common as a “introduction” exercise. This is even more fun if you tell your students the commonality can’t have anything to do with Drake or their majors—but center instead on a favorite food, or a common popular culture reference.
6. Support your international students who are remote these two weeks. In support of Drake as global university and in the spirit of flexibility, faculty are asked to be mindful that during the two-week remote period, there may be international students joining your classes remotely from other parts of the world and therefore different time zones. In addition, some international locations may have less stable internet connectivity.  Please work individually with these students to ensure the right balance of synchronous or asynchronous learning.

Doing these things will help set up your semester for success during the first two weeks. They represent the minimum expectation of what we want our online and remote instruction to embody to ensure students are engaged and satisfied with their learning experience. Thank you for the work you do to make a Drake education an excellent education.

— Renée Cramer, Deputy Provost

Welcome Back! Here’s what’s new over winter break from ITS as well as a reminder of what ITS offers and how to get assistance if needed.

Multi-Factor Authentication (MFA) now required: ITS rolled out a new method of multi-factor authentication earlier this month. This means you’ll need to use Microsoft Authenticator to prove your identity every time you log into key campus systems including myDrake, Blackboard, Self Service (formerly MyDUSIS), and Touchnet. This will help keep your information, and campus information more secure. Learn more about setting up using the Microsoft Authenticator app or text messages or calls at Using Multi-factor Authentication (FAQ).

MyDUSIS is now Self Service: The MyDUSIS link in the Commonly Used Apps section of myDrake was changed to Self Service and takes you to a new landing page–see Navigating Self Service (How-to). Additionally, other former MyDUSIS-related links have been renamed or removed as Self Service has prominent links to access key functions. You’ll see new screens for faculty and advising functions and will need to use MFA to access all Self Service screens. Learn more about the changes in these Self Service Guides for Faculty & Staff.

ITS News & Announcements: Information on outages, new initiatives, and other news can be found at drake.edu/its, on service.drake.edu/its, or by following @DrakeITServices on Twitter. Want outage notifications texted to you? Opt in by texting DrakeITS2021 to phone number 226787. We also include regular announcements in OnCampus.

IT Service Portal: You can visit the IT Service Portal at service.drake.edu/its 24/7 to browse for tech guides, see what Drake ITS offers, or request assistance with a tech issue.

Support Center: The ITS support center is located in the lower level of Carnegie Hall but is not currently available for faculty and staff walk ins. Phone support is available 24/7 by calling 515-271-3001 or you can report an issue using the IT service portal.

Have a classroom emergency? Call 515-271-3002. There’s also an on-campus support technician Saturdays from 8–12 p.m.

Need online training resources? Check out our curated list at Technology Training Resources for Faculty & Staff.

New and not sure where to get started? Visit service.drake.edu/its/newfacstaff.

—Carla Herling, ITS