Happy new year from the Center for Excellence in Teaching and Learning! We hope that everyone’s semester is off to an excellent start. In this week’s post, we want to update you on the numerous opportunities for pedagogical and professional development that CETL will be offering this semester. Tiffany Morlan, our Blackboard administrator and Instructional Technologist, will be offering a wide range of Blackboard and classroom technology sessions. Kevin Gannon, CETL Director, will be facilitating several workshops on a variety of topics relating to teaching and/or technology. Continue reading “A Full Slate of CETL Programming for the Spring”
With the Faculty Assembly’s passage of the new midterm grade reporting policy last week, we’ve gotten some questions about what this means for course design as well as how we might ensure the grades we report are meaningful and accurate reflections of our students’ progress. This week’s post will try to answer those questions, as well as provide some food for thought as you think about your spring courses. Since a short post can’t cover everything in depth, we invite you to come by the CETL if you’d like to dive deeper into any of this.Continue reading “Making Midterm Grades Meaningful”
stumble move closer to the end of the semester, it’s already time to begin thinking about the Spring term. That might seem like overkill, considering it’s crunch time right now and difficult to think about the next semester while we’re still neck-deep in finishing the current one. That’s both the blessing and curse of teaching in higher education: we get a new start every semester–but we have to prepare for that start as well. This is particularly true for those of us scheduled to teach an online course this coming spring; not only is there the regular course prep work to do, but if it’s your first (or one of your first) go-around with online teaching, there’s an additional level of preparatory labor necessary to create the foundation for a successful online course. Continue reading “Preparing to Teach Online”
In response to several queries this last week about Core Assessment, this week we’re reposting our guide and associate tutorials. Of course, CETL staff are happy to answer any additional questions you might have. Continue reading “‘Tis the Season: Core Assessment!”
Over the duration of this fall semester, there have been a number of articles, essays, and blog posts that have come across my social media feeds, or that have been shared with me. They cover a broad array of subjects, and speak to a number of issues, ranging from general philosophical approaches to specific classroom strategies and techniques. This week’s post is given over to sharing a bunch of these various pieces, in the hopes that you’ll find one, some, or all of them useful, or that they will helpfully intersect with things you’re already thinking about. Enjoy!
In the first part of this post, we looked at some of the findings in Jay Howard’s Discussion in the College Classroom that spoke to some of the barriers to meaningful student engagment in class discussions. In particular, what Howard calls “civil attention” plays a large role in students’ resistance to participation; so long as they are able to look like they’re paying attention without putting in more effort than that, students will likely take the opportunity to remain passive. As a result, if we try to start a discussion, we encounter long periods of silence, if not a sullen resistance to our efforts. “Civil attention,” according to Howard, is the product of how students see the class experience as a passive and “unfocused” environment, as opposed to a “focused” situation where contributions from everyone are the expected norm. The key question, then, is how we can get our students to treat class as a focused environment, and see engaged discussion as the norm, not some unpleasant exception. Continue reading “Redefining Student Expectations to Foster Good Discussions”