Adams Center Summer Workshops

We are pleased to host several workshops for faculty this summer. These sessions are open to all faculty members who wish to attend. If you are in the Tenure and Promotion process, these activities will help you build your portfolio. Spaces are limited. Please RSVP at or call ext. 2455.

Courage to Teach ® Teaching Institute

May 12 12:00-5:00 pm (Lunch Included)

May 13 8:30-5:00 pm (Lunch Included)

May 14 8:30-12:30 pm 

We often ask the what, how and why of teaching but seldom do we ask the “who” question. Who is the self that teaches? Building on the Courage to Teach ® model (We teach who we are), pioneered by author Parker Palmer, participants will:

• Reflect upon their journeys of faith and learning, remembering the lessons from significant milestones,
• Remember the power and importance of courageous teaching in their own lives as well as those of colleagues.
• Explore what encourages them, even in the midst of great challenge,  to continue to connect students with their subject.
• Draft a philosophy of education – and who they are as an educator.
• Participate in a community of learning and exploration with colleagues from across the university.
Courage to Teach, offered by facilitators prepared by the national Center for Courage & Renewal, offers faculty opportunities to reflect on the inner dimension of teaching and leading and explore “the heart of a teacher.” In exploring questions about purpose, values, and commitment to their challenging work, faculty increase their capacity to listen, to stay true to their mission, and to engage with the work of teaching wholeheartedly.
Introduction to Canvas Workshop
Monday, May 18 9:00 am & 1:00 pm 
In this workshop, we will show faculty members and teaching assistants how to use Canvas in general. Each session will last two hours. Please indicate which session time you are attending when making your reservation.

Applying Make it Stick Workshops

May 19 12:00-3:30 pm: Using Canvas to Encourage Durable Learning (Lunch Included)

This workshop will help participants use tools and practices within Canvas to help students learn in a way that sticks beyond the end of the semester. The workshop is based on the principles of Make it Stick: The Science of Successful Learning (Brown, Roediger and McDaniel). Bring a laptop and at least one syllabus/course schedule.

May 20 12:00-3:30 pm: Designing Courses to Encourage Durable Learning (Lunch Included) 

Based on the principles of Brown, Roediger, and McDaniel’s book, Make it Stick: The Science of Successful Learning, this workshop will help participants focus on designing courses that facilitate spaced, interleaved retrieval practice in order to achieve durable learning foundations and promote higher levels of learning. Bring a laptop and at least one syllabus/course schedule.

Canvas Training Camp 

Session 1: June 8-9, 2015, 9:00-4:00 each day (Lunch Included) 

Session 2: August 3-4, 2015, 9:00-4:00 each day (Lunch Included)

During this two-day camp, we will be exploring the basic functions and features of Canvas. You will also have time to work on building your courses. No prior experience with a learning management system is needed. All faculty are welcome to participate. However, please RSVP for us to make proper reservations. By the end of the workshop, we hope that you will be sufficiently prepared to teach with Canvas during the fall semester.

“Packing List” for Camp

  •  Willingness to Try
  • Your Laptop
  • A Syllabus
  • A Quiz/Test/Exam
  • An Assignment
  • A File to Upload to Canvas
  • A Rubric that You Might Use


Hosted by the Learning Studio

Digital Storytelling Workshop
May 13 8:00-5:00 pm 
May 14 8:00-5:00 pm 
May 15: 8:00-11:00 am 
The Learning Studio will be hosting a 3-day digital storytelling workshop that provides faculty a chance to learn about media creation and work with colleagues and media specialists to develop an original digital story.
This workshop is perfect for anyone wanting to share their teaching vision in an upcoming teaching portfolio or considering a media project in a course in the fall.  This May we’ll have two tracks:
Why I Teach
Our lives have been shaped by great teachers. So much of the way we look at the world as parents, as men and women of faith, and as teachers ourselves is the product of those who modeled a unique vision for us. As we talk to our students and colleagues about who we are as teachers today, an important first step is learning to share our story.
First Person
We’ll also be leading a traditional digital storytelling workshop based on the methods of the Center for Digital Storytelling at Berkeley. The workshop provides equal parts writer support group and technology training to lead new storytellers and old hands through the process together.
Here are a few stories from your colleagues produced in previous workshops:
Space will be limited so please RSVP today at

Faculty Writing Cafe

Microsoft Word - WCCamp.docxNeed help with dissertations, publications and portfolios? Come join us for the Faculty Writing Cafe in the ACU Writing Center! Every 2nd and 4th Friday morning, the Adams Center and the Writing Center host a productive writing retreat so you can meet your writing goals. Coffee, snacks and great workspace provided. For more information, contact Cole Bennet, Director of the ACU Writing Center.

Creating Canvas Course Shells

This video shows you how to create Canvas course shells. Transcript for this video will be included below the video.


Getting an account in Canvas:

You are now enrolled in Canvas!  In this tutorial we will discuss how to set up your course shells.

To begin working in Canvas, go to any web browser and type “” in the address bar.  You can also find Canvas from the Quicklinks menu of MyACU.   If you are logged in to MyACU already, you will be directed directly to the Canvas page through single Sign-on.  If not, you will be shown this page where you can sign in with your ACU username and password. You are also enrolled in a Module 0 course which can be used for student orientation.

Getting started with your courses in Canvas:

To get your course shell, you have two options:

Option A:  Working later in a live section

You can request live shells towards the start of the semester.  Live shells will come with course IDs, names, and registered students as they show in Banner.

This option works best when you will start from scratch for your courses.  For future semesters, you will just copy these live sections to new sections.

Option B:  Working now with master shells

Or you can choose option B to work now with some master shells. If you have much to build or move for your courses, you probably do not want to wait too long.  To avoid unnecessary stress by putting off everything till the last minute. Consider this option instead. Using this option, you will be creating some course shells to work with right now, get all your content ready, and copy the content to live course shells at the start of the semester.

Here are the steps for creating master shells:

  1. log in to using your ACU user name and password;
  2. Click on “courses and groups” on the top;
  3. Click on “view all or customize”;
  4. Click on “create a new course” towards the far right;
  5. Name your courses:  For consistency and retrieval in the future, please name your shells by putting the word “Master” in it to avoid confusing master copies with future live sections. You will also need to include course number and course name in the names.  Here is a sample course name: “Master_BIOL112: General Biology I”.  In other words, the naming convention is Master(Underscore)CourseID: Course Name.  Please follow this naming convention when you create the course shells yourself.
  6. For “Content License”, use “private (copyrighted)”;
  7. Do NOT check “make course public visible”;
  8. Click on “create course”;
  9. Now, go back to “courses & Groups”, and then click on “view all or customize”.
  10. You can now see a list of all courses, including the one you just created.  You can click on the star before a course name to make it your “favorite” course.  When a course becomes your “favorite” course, it will show up directly in the list from the “courses and groups” drop down menu.  If you do not want to see a course anymore, click on the star for it to turn gray.  The course will then disappear from your list of favorite courses, but they are still there.   They have not been deleted.

Congratulations. You have created your own Canvas shells!  You can start to work on them now.  Enjoy!

Geoff Broderick invited to participate in exhibit at the Tokyo Museum of Art

unnamed-2What are you doing?

I was invited to participate in a sculpture show titled US-Japan Art Exhibition at the Tokyo Museum of Art in Tokyo, Japan. The dates for the exhibition are March 20-28 of 2015. It is my understanding that there was an intention to invite 15 American artists and a similar number of Japanese artists to participate with their work. There will be events such as gallery talks by artists, receptions, and tours for those not familiar with the area. Each artist will submit one sculpture to the show and are expected to remain in Japan for the duration.

Why are you doing it?

I believe that this idea came about because of relationships formed at The Texas Sculpture Symposium at Midwestern State University in November of 2013. I am a member along with several other cast iron artists of a groupCore Float-Geoffrey Broderick called the Texas Atomic Iron Commission. We put on a casting demonstration and sculpture exhibition at the symposium and there was also a visiting artist from Japan named Hironari Kubota exhibiting as well. The sculpture professor at Midwestern State is Suguru Hiraide, also from Japan. Relationships were formed at this successful event that led to later discussions between Suguru and Hironari about co-curating a sculpture exhibition in a high profile venue in Tokyo. They submitted a proposal for a show that would combine Japanese and American artists to the Tokyo Museum of Art and it was accepted. It was after this that the American artists were given invitations to participate.

I strongly believe that the relationships formed at the symposium between certain artists with Hironari and his impression of the sculpture being shown led him to the idea of reciprocating with an even higher profile venue overseas. I do not know all of the artists participating from the United States but several were from the show at the symposium. All of us I am sure will be anxious to form new relationships and experience another culture in a context that highlights our talents as well.

Why do you think it is important to incorporate this practice into the classroom? Who is being impacted the most?

There are always implications of enrichment in teaching with new experiences. There are the international students who have differing cultural backgrounds that can be related to through common experiences and the discussions of universal or specific symbolic objects used in art pieces that have cultural context.

What hopes do you have for the future through your work? 

As a member of the Texas Atomic Iron Commission I am required to stay up to date with casting technology and be willing to carry a share of the responsibilities relating to demonstrations that we offer. I built a portable iron melting cupolette for travel that resides in the sculpture area of ACU Art and Design. This equipment has led to some important relationship building at national events, other universities, as well as the Narrowgate Foundation in unnamedTennessee that is a highly spiritual venue for which I was recognized last year with the Faith and Teaching award. I never underestimate the power of relationships that develop and where that can lead. I have former students that reside in Japan and have come back to visit bearing gifts and news of their achievements in life. Our university has had many connections overseas having to do with various disciplines and now Art and Design is making its mark. The members of the Texas Atomic Iron Commission have been putting on demonstrations and exhibitions since 2005 knowing that each event would enlarge our sphere of influence and build new relationships that continue to lead to more opportunities. This will be one of those opportunities.

Canvas Roll Call Attendance

One of the many tools Canvas offers is a tool to record attendance in a face-to-face class. Roll Call Attendance, labeled “Attendance” in the side menu, is visible to instructors but not to students. A simple click can record an ongoing grade in the Gradebook for each student. You can find the simple instructions for using it here, and here are a couple of tips if you decide to use this tool.

The attendance will be tracked in the Gradebook as a percentage. Instructors can add attendance as a part of the overall grade by adding an Assignment Group for Attendance, then weighting it by clicking Set Group Weights in the Gradebook gear tool. Or, if you prefer to figure the ongoing Attendance percentage into a Participation grade later, you can leave Attendance out of the grade weights as is the default.

There are four default options to mark when in the Attendance tool: Present, Absent, Late, and Unmarked. Unmarked is the default status. When you click the icon by a student’s name the first time, the status changes to Present. Click it again and the status changes to Absent. When that missing student finally arrives, click the icon again for Late. One more click changes the status to unmarked, restarting the cycle.

In order to add easy notes to a student’s attendance record, you can also use badges in Roll Call. You can customize these badges in a number of ways – Excused Absence, Disruptive Behavior, Good Participation, Sleeping in Class – you can set these parameters. Selecting a badge will not affect the grade that is automatically recorded through Roll Call, but you can use it if you are determining a Participation grade.

Roll Call can also be used to create a seating chart, which can be useful in large classes if you have all students sit in the same seat in order to assist with recording attendance. Using drag and drop functionality, easily create the chart in Roll Call and make modifications when necessary. This chart will display each student’s Canvas profile photo and name. To record attendance, click on the appropriate space in the chart and cycle through just like you would in the alphabetic list.

If you would like assistance learning to use Roll Call Attendance or any other tool in Canvas, please contact Berlin Fang or David Christianson in the Adams Center for Teaching and Learning.

ACU Chooses Canvas

Canvas by Instructure

It’s official – Canvas is now the enterprise learning management system for Abilene Christian University. Canvas is built in such a way that it can effectively be used for both fully-online and face-to-face courses. Tools such as SpeedGrader make grading and grading with a rubric simple. The gradebook itself is fully functional, enabling faculty to drop grades, weight grades, and a host of other sought-after features.

Canvas will not only make life easier for faculty, but also for students. Students will experience a consistent online platform for course delivery and interaction. No longer will students lament that they are using 3 or 4 learning management systems. Using Canvas as a campus-wide solution will remove many of the undesirable difficulties encountered by students who have to determine what system to use for what class, and will enable faculty to focus them on desirable difficulties inherent to learning.

This process will be gradual. A pilot group is formed and will use Canvas this Spring semester, with campus-wide implementation set for Fall 2015. Canvas offers a wealth of learning guides online. Go to to get started. Local training on using Canvas will be offered at various times in the upcoming months, so be sure to watch the Adams Center calendar for a time that works for you.

Faculty Reflection on the Flipped Classroom

Written by Berlin Fang

The Flipped Classroom model has been around for a while. As a matter of fact, teachers may have been doing it before the term was even coined. However, flipped experiences might flop without teachers being deliberate in the planning and implementation process.

In Fall 2014, David Christianson of Adams Center, Professor Laura Phillips and Professor Mark Phillips from the College of Business Administration, have been working with a group of our professors through a “flipped classroom” workshop, as well as ongoing mentoring, classroom observation, and feedback that came after the workshop.

In a recent progress review, Professor Karen Cukrowski and Professor Vic McCracken shared their experiences using the model. Here are a few takeaways from this session.

  1. “Just do it.” Students do not have to know you are trying a “flipped classroom” model. When they find that you are trying some new “gimmicks” in teaching, they may groan or even resist. However, a well-implemented flipped classroom experience, engaging and instructive, will be well received.

  2. Make it or Mix it. Online videos are often used for the flipped model. Students watch videos before coming to class for hands-on activities or discussions. It is a good option to use podcasting or screencasting tools to produce videos on your own. However, professors may also use or mix videos that already exist. When using existing videos, professors add value by screening, selecting and elaborating on the most effective videos. Most importantly, professors can project a strong professor’s voice throughout the teaching process even if videos are not produced locally.

  3. Design with the future in mind. When producing learning materials, be mindful of future uses of such materials. If intended for reuse, videos produced had better not include references to particular time, space or individuals that may make it difficult to use in the future.

  4. Make learning active. In the classroom, students should be actively involved in the learning process. Lecture out of necessity, but think of additional ways to make learning stick. Practice active learning mentally and even physically if need be. For instance, when discussing literal or metaphorical interpretation of the creation, Professor Cukrowski literally asked students to take a stand by moving to various areas in the classroom. She said students loved it.

  5. Use groups. Small groups can help a great deal in classroom activities. One special value it provides is that quiet students, when joining a small group, find it easier to talk. However, do not expect groups to just work. It is dangerous to assign students to groups without proper structure, guidance, or feedback. This could create the situation of “the blind leading the blind,” which both professors warned about. Good strategies for avoiding blind leading the blind include initial structuring or walking through, as well as “group reflection” for students to calibrate their position in the learning process. Providing rich learning resources is also a great way for students to learn when they are assigned to groups during the flipped classroom experience.

  6. Last but certainly not the least, value what students bring to the experience. With the use of group learning, learning communities among students can form in such flipped classroom experiences. Help shape such communities. There are times students bring great input to the process.  Make sure such highlights are captured. Structure for it, for instance, by asking students to present their discoveries after groups have an opportunity to work on problems.

Mobile Learning Evolves from Initiative to Ecosystem

Written by Berlin Fang

The Adams Center’s Berlin Fang published the following article with WISE Ed Review, an online platform hosted by World Innovation Summit for Education (WISE) to share thoughts in educational innovation.

“On November 6, 2014, I organized a meet-up during the 2014 World Innovation Forum for Education. The audience was small, but diverse and active. Participants came from Egypt, France, Afghanistan, Palestine, Lebanon, China, as well as Qatar, where the summit was held. A variety of mobile phones were used by participants of this session, including iPhones that are often seen in the US, Huawei’s Mate used in China, as well as some “dumb” phones used temporarily during travel.

Curious what people do with their phones, I asked everyone to recommend one favorite mobile app. Participants from France and Canada both recommended Uber, an app to help get a taxi. A participant from Egypt said she used whatsapp. Professor Jiao Jianli from China recommended Zite, an app to gather and curate mobile content. A participant from China recommended a Chinese app that provides recipes and tutorials for cooking Chinese food. Almost all of us use some kind of social media tools such as Wechat, Twitter, or Instagram. Of course, Skype is everyone’s favorite app as well.

Click here to Read more.

The Adams Center will also host “appy hours” for you to share what you do with your mobile apps.  Please check our weekly newsletters for details.

Learning Styles Out of Fashion

Written by David Christianson

It seemed to make sense – we all have different learning styles. You could take a learning styles inventory, find out your preferred learning style, and supposedly, that was the best way for you to learn. You might be a visual learner, spatial learner, a logical, an aural, physical, social, or solitary learner, and if you found out your best learning style, you would become a whiz at learning.

The problem with learning styles, and finding out how we learn best to learn the most, is that the idea has no support from empirical research. It’s a neat idea, but not one that is valid. The point is not that there are not learning styles, but rather, evidence does not support that receiving instruction with a preferred style improves learning.

So what is left? While the idea of learning styles to learn best has been debunked, strong research does suggest what does work best for learning. In Make It Stick: The Science of Successful Learning, Brown, Roediger, and McDaniel lay out the best methods for learning. While learning styles seems intuitive, they report that the most effective methods for learning are often counterintuitive.

Here are seven of the researched claims they make:

1. “Learning is deeper and more durable when it’s effortful.”

2. “We are poor judges of when we are learning well and when we’re not.”

3. “Rereading text and massed practice of a skill or new knowledge are by far the preferred study strategies of learners of all stripes, but they’re also among the least productive.”

4. “Retrieval practice – recalling facts or concepts or events from memory – is a more effective learning strategy than review by rereading.”

5. “When you space out practice at a task and get a little rusty between sessions, or you interleave the practice of two or more subjects, retrieval is harder and feels less productive, but the effort produces longer lasting learning and enables more versatile application of it in later settings.”

6. “All new learning requires a foundation of prior knowledge.”

7. “The popular notion that you learn better when you receive instruction in a form consistent with your preferred learning not supported by the empirical research.”

Make It Stick goes deeper and makes other claims as well. The focus for this article is that learning should be effortful, and easy learning through learning styles simply is not supported by research. Retrieval practice (flashcards, quizzes, tests) are the strongest ways to retain information. Since prior knowledge is required for new learning, having a solid foundation of information is necessary before learning can go deeper. Effort makes learning deeper and longer lasting. With this information in mind, the idea that learning is made easier when it is delivered through your favorite style actually doesn’t make any sense after all.

If you’re looking for a great read to improve your teaching, and even your own learning, Make It Stick should be at the top of your list.

Minimize Problems for Quizzes in OpenClass

Written by the Instructional Design Team

Many faculty find online assessment features useful for administering daily quizzes. The grades are automatically reported and recorded in the gradebook, students are held accountable for class preparation, and such retrieval practice helps make learning “stick” (Brown, Roediger, & McDaniel, 2014).

When administering quizzes online, students using different devices may experience a variety of problems, from the quiz not loading properly to the quiz seemingly not submitting properly. The problems can be dramatically reduced if students take some steps proactively.  We have some suggestions that may help students minimize problems when taking quizzes in OpenClass.

As you have students take the quiz or test, you can display this slide before students log in and during the assessment so students can troubleshoot before they ask for help.

For added success in using the technology, have students restart their computer or iPad and empty their browser cache before they log in to OpenClass.  Students should also consider applying updates to their programs before a test, since automatic updates can be disruptive in the middle of a quiz.  You might also want to ask students to close other programs and browsers that are not relevant for a quiz.

This prevents the most common problems and can save precious class time.

Fall Reading Groups

We will be offering a wide variety of reading groups this semester. Stop by the Adams Center to pick up a copy of the book(s):


Make it Stick: The Challenge of Lifelong Learning & Self-Improvement
Led by Bob McKelvain

  • September 3
  • September 17
  • October 1
  • October 15
  • October 29
  • November 12

Summit Reading Group: The State of the University
Led by Vic McCracken

  • September 10

Summit Reading Group: Learning to Walk in the Dark
Led by Brady Bryce

  • September 12
  • September 16

CHARIS Reading Group: MLK’s Where Do We Go From Here and Wes Crawford’s Shattering the Illusion
Led by Doug Foster & Carson Reed

  • September 12
  • October 9
  • November 20

Jimmy Carter’s A Call to Action
Led by Joyce Haley & Trevor Thompson

  • September 11
  • September 30
  • October 23
  • November 13




Faculty Fusion 2014: Discover



Let’s kick off another great academic year with Faculty Fusion, August 19, 2014. Save the date and register for activities at or by calling the Adams Center at 325-674-2455. Registering saves your spot in each session and allows us to know how many to expect. We look forward to seeing you!


8:30-9:00 Continental Breakfast: Adams Center



How Learning Works – Jennifer Shewmaker, Cherisse Flanagan, Charles Wadlington, Karen Maxwell
How do students learn? What gets in their way? How can faculty set up our classes in ways that lead to optimal learning? This is what the faculty who piloted the new Master Teacher Program last year sought to understand.  Join them as they talk about what they learned over the semester-long program and share practical tips for helping students engage prior learning, organize knowledge to build mastery, and become self-directed learners.

Teaching with the iPad- Berlin Fang
In this presentation, we will share some common iPad apps to create content, manage your files, and interact with students. Most of these apps have been used and proven to be helpful by ACU faculty. We will also introduce the concept of “app-smashing”, or using a number of apps to accomplish your instructional objectives.

Podcasting 101 – Jonathan Stewart
Join Jonathan Stewart for an introduction to podcasting, and to learn how he and other faculty members have used it in their classes.

Rodney Ashlock Tips for working with large classes
Large classes can be very intimidating and often we feel like we are standing in front of a sea of faces with little engagement. This session will focus on strategies to make larger classes a friendlier learning environment.




How Learning Works – Jennifer Shewmaker, Rhonda Pupella, Lloyd Goldsmith, Debbie Williams
How do students learn? What gets in their way? How can faculty set up our classes in ways that lead to optimal learning? This is what the faculty who piloted the new Master Teacher Program last year sought to understand.  Join them as they talk about what they learned over the semester-long program and share practical tips for helping students engage prior learning, organize knowledge to build mastery, and become self-directed learners.

Learning with the iPad – Scott Hamm
In this presentation we will share iPad apps that have proven to make learning “stick.” Such apps can help students develop study habits that have proven to be effective by evidence, such as retrieval practice.

Designing and Writing a Podcast That Meets Your Needs – Jonathan Stewart
This session will include discussion, brainstorming and tips for designing a podcast that meets your goals.

Introducing the One Button Studio – Kyle Dickson
Recording a video can be a complex process. The checklist of settings for any given camera is often daunting, especially for someone new to the equipment. That’s why in 2013, the Learning Studio introduced a new solution for quick video recording: the One Button Studio. Join Kyle Dickson for a tour and brief tutorial on using the One Button Studio to enhance your classroom experience.




Writing Your First Podcast – Jonathan Stewart
This working session will be a time for participants to work on their podcasting scripts.

Gender Bias in Academia: Is There Really Equality/Equity? – Stephanie Hamm & Rachel Slaymaker
Join Stephanie Hamm & Rachel Slaymaker as they examine gender equity and its challenges in a university setting.

iMentor: Using Radical Techniques to Reach this Generation – Steven Moore
Current research indicates that students of today are more selfish and less empathetic than decades ago, largely due to this high-tech society.  Come and hear ideas on how we can effectively mentor our students through jaw-dropping and innovative methods.

Adobe Creative Cloud for Advanced Media Editing and Design – Kyle Dickson
This fall all ACU students and faculty will have access to Adobe’s creative suite of applications. Titles like Photoshop, Illustrator, and Premiere Pro (among others) are used by creative professionals around the world. So the question is, are these tools for the kind of work you need to do? Join us for a quick overview of Adobe’s Creative Cloud and training opportunities available to you this fall.

12:00-1:00           Lunch: Hunter Welcome Center




Maker Lab Laser Cutting 101 – Nil Santana
Join us in the Maker Lab for a hands-on workshop on designing for and using the laser cutter.

Podcast recording workshop – Jonathan Stewart
In Part 2 of the Podcasting workshop, Jonathan Stewart will lead a demonstration on recording a podcast in Garageband. There will also be working time to record the podcast you created during the morning sessions.

Getting Started with Turnitin – Cliff Barbarick
Starting this year, ACU faculty will have access to a helpful new tool. Turnitin not only generates detailed originality reports for students’ written assignments, it also provides an efficient platform for online grading and peer review. It even includes a robust online gradebook, making it a helpful supplement to any LMS. Come to this session to set up your Turnitin account and learn to use its features by creating assignments for your upcoming classes.





How to Create A Course Calendar

Written by the Instructional Design Team


You probably enjoy the convenience of Google Calendars which give you alerts to events and activities to keep you organized. You could create the same calendars for courses. Course calendars will automatically be pushed to Google calendars of students enrolled in these courses. If you want to create such course calendars for classes you are teaching, follow these steps:

  1. Log into myACU

  2. Under “My Courses” click the wrench icon next to the course that needs a calendar created

  3. Click the Tools tab to manage course tools

  4. Click the Create button next to the Calendar tool (you will get  a pop-up box that asks you confirm your request, click “yes”)

  5. You should receive an email alert once the calendar is created and shared with you.

Note: These instructions are also displayed if you click on the Calendar Edit tool in myACU (instructor-only tool with month calendar icon) and you don’t already have a calendar created for the course.

How long will it take? Between 6am and 10pm this will typically take one hour.

Thank you to Hab Adkins, Director of Computing Services, and the IT department for their work in adding this to our faculty’s course management options.

Flipping the Classroom with Mark & Laura Phillips


What are you doing?
We have partially or completely flipped classes that we teach so that students receive course content before they come to class through readings, videos, podcasts, powerpoints, etc. Class time can then be spent answering questions, working problems, or doing activities that reinforce the concepts.

Why are you doing it?
Pushing some of the basic content delivery out of the classroom accomplishes several objectives. Students arrive at class better prepared to move past basic terms and concepts. They have the opportunity to engage with each other as they wrestle with challenging ideas together. We also have the opportunity to interact with the students individually, which gives us the chance to address the questions actually being asked—instead of general questions that student might have.


Why do you think it’s important to incorporate this practice into the classroom?
A lecture-style class is really a “one-size-fits-all” approach to learning, but our students do not all learn at the same pace. They also differ in which concepts they find difficult and which come easily to them. A flipped class allows for more individualized learning. An added benefit is that flipped classrooms help our students transition to self-directed learning, a skill that is valuable in the workplace.

Who is being impacted the most?
In a typical class some students struggle to keep up, while others are hardly challenged. A flipped classroom allows students to engage with the material at their own pace.

What hopes do you have for the future when this work is done?
As we become better at applying the flipped model our students should be able to move further into specific topics. We should also be able to customize instruction across the class population—allowing us to challenge the thinking of the stronger students while simultaneously allowing us to focus on foundational building blocks with struggling students.

Choose Your Own Adventure

Written by the Instructional Design Team

 Choose Your Own Adventure. Sounds fun, doesn’t it? During one of our recent “Best Practices” sessions,  Dr.  Matthew Dodd, assistant professor in the Duncum Center for Conflict Resolution demonstrated a teaching approach he has used successfully in his online courses.   He uses video to create scenarios for his students to view, explore, create-the-right-ending, and other ways to engage his students in learning.


These videos can then be used integrate theory, practice, and other application of conflict principles in professional and personal situations.  Dr. Dodd is one of ACU’s online teaching guru’s and has recently published this, and another practice, in the highly acclaimed University of Central Florida’s peer reviewed Teaching Online Pedagogical Repository (TOPR).

Matthew Dodd (2014). Use branching videos to engage students. In K. Thompson and B. Chen (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning.

Matthew Dodd (2014). Engage adult learners with course-long role play. In K. Thompson and B. Chen (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning.


The Adams Center would like to thank Dr. Dodd for sharing his expertise.  To gain further insights from Dr. Dodd, email him at:

Collaborative Team Translation

Written by the Instructional Design Team


We recently invited a number of our faculty members to showcase their online course/course components during one of our “Best Practices for Online Teaching” workshops.  Dr. Melinda Thompson (Assistant Professor and Director of Distance Education at the Graduate School of Theology) introduced an effective approach to have her students collaborate on their translation assignments. Usually class translation is a “lone ranger” kind of assignment, though Bible translation and ministry activities often require collaboration among different people. Dr. Thompson intentionally designed this collaborative translation activity to cultivate habits of working with other people to produce quality work.

In this activity, students translated – from Greek to English – the Gospel and Epistles of John. Dr. Thompson put together a rigorous process for team translation. Each of her four teams consist of 4 students, who take assigned rotating roles of (1) primary translator, (2) text critical work, (3) literary considerations and commentary work, and (4) theological claims and application for sermon or Bible lesson. Students shared their work with their teammates through Google Docs.

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Fascinated by her approach, we followed up with Dr. Thompson about her method and would like to share with you the short interview we had:


Adams Center: What made you decide to have students collaborate on translating a book?

Dr. Thompson: Language study, by nature, is mostly individualized. Even if you attend a study group you still have to learn the forms and vocabulary for yourself. But Bible translation – for modern English translations especially – is almost always done by committees. On top of that, our students are training for ministry in congregations or small group settings. I wanted to give these students – who had already gone through a semester of individualized work on grammar and vocabulary – a more authentic experience in translation and exegesis. I also wanted to reinforce the concept that translation should never be done in a vacuum. Even the best language work should be checked and balanced through interaction with others.

Adams Center: How did students respond to this process?

Dr. Thompson: Student response was very positive. They appreciated seeing how translation fits into the larger process of exegesis, especially with an eye toward preaching or teaching for a congregational setting. Sometimes students struggle to understand how parsing verbs or memorizing long lists of words applies to their vocational goals. With this project, students come out with a semester of practicing translation as part of lesson or sermon prep. They also have spent a semester collaborating with others to create a community-based interpretation of the text. My hope is that this experience will encourage them to continue using their language skills after the class ends and will encourage them to seek out the input of others when considering the meaning or application of a particular text.

Adams Center: What kind of pedagogical considerations went into this design of collaborations?

Dr. Thompson: We did need to establish some ground rules at the beginning which helped iron out general group-work concerns about students not pulling their weight or not getting things shared in a timely manner. Because this was a fully online class comprised of students from across the globe, it was more difficult sometimes to enforce group work. When I teach this class in residence next year we’ll use the class meeting times (in a “flipped classroom” style) to ensure that students have space for collaborative work.

We would like to thank Dr. Thompson for sharing her method. We also hope that you can be inspired by her approach in creating innovative teaching experiences for your students.

Designing and Analyzing Qualitative Research Seminar

Interested in designing a qualitative research project? Needing a refresher on analyzing qualitative data? Wanting to advise students who are conducting qualitative research?


What: Designing and Analyzing Qualitative Research

Where: Adams Center

When: May 15, 16, and 19 (9a.m.-4p.m.)

Presenters: Dr. Jonathan Camp and Dr. Andrew Huddleston


This three-day seminar is designed for anyone interested in learning more about qualitative research methods. No prior experience is required. The sessions will provide an overview of the various components of qualitative research: epistemological stances, theoretical frameworks, research questions, data collection, analysis (including NVivo software), and writing a research report. Participants will have time each day to work on their own research projects while receiving feedback from the presenters. Join us for an opportunity to learn more about qualitative research, design your own study, or analyze data you have already collected.

RSVP by emailing Shaylee Southerland at or call ext. 2023.

In Case You Missed It – CHARIS Conversations

If you missed the CHARIS Conversations on March 3rd & April 10th, don’t worry! You can watch the full podcasts of both sessions here.

March 3rd: Pedagogy in the Stone-Campbell Movement: Implications of Religious Heritage for University Teaching Practices
John Mark Hicks

April 10th: Evidences of Renewal in Churches of Christ and the Stone-Campbell Movement
Doug Foster