Thursday, November 20, 2014

In the Classroom, One Size Does Not Fit All

. . . If you really want to make sure that all students have the chance to maximize their learning, you need to tailor your teaching to the ones sitting in front of you. That means finding out how much they know about a topic, trying to discover how they learn best (and encouraging them to discover for themselves), and figuring out how the particular group dynamic in your class affects learning. It may also mean diverging from the usual way you do things.

So the next time you stand in the front of a classroom, instead of starting the way you usually do—however you usually do—begin instead by talking with your students. Ask them about their experiences with your subject before they enrolled in your course. Ask them what they think about the syllabus topics that you haven’t gotten to yet. Try to uncover their misconceptions, confusions, and prejudices. Take a little time, in every class period, through formal or informal means, to really listen to your students, and let that shape how you teach . . .

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Campus and Classroom Climates for Diversity

The most recent issue of Diversity & Democracy (Fall 2014, Vol. 17, No. 4) has a selection of articles on campus climate and diversity. Diversity and Democracy is published by the Association of American Colleges and Universities. 

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Thursday, November 6, 2014

Demystifying the MOOC

New York Times piece about the benefits and limits of MOOCs, based on data from institutions around the world.

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Cheating Lessons: A conversation about academic dishonesty

This teaching roundtable will review current Academic Integrity policy and practice as well as engage in discussion about proactive ways to address academic honesty. The session will conclude with a brief highlight of James Lang’s book, Cheating Lessons which is the selected text for a Spring Prindle reading group. See link to read about Lang's work.

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Wednesday, October 29, 2014

Tuesday, October 21, 2014

Extended Studies Roundtable Structuring Assignments: Challenges and Opportunities of Teaching Block Courses on and off campus

A panel of Extended Studies faculty will start the session and then we'll open up to a broader exchange on structuring assignments for block courses. Lunch will be provided.

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First-Year Seminar Faculty Discussion

Monday, October 27, 2014 at 4:00 p.m. at the Prindle Institute, Room 152

You are invited to participate in a discussion about grading standards. Please bring at least one essay that you either have already graded or one that you need to grade. Wine and snacks will be provided.

RSVP to Jean Everage