As a new academic year approaches, I urge institutions & educators to abandon online proctoring. It's racist, ableist tech that entrenches pedagogies of policing. Need evidence for abolishing online proctoring? Visit the Against Online Proctoring Library: https://t.co/p27UxMGJ5y— Charles Logan (@charleswlogan) August 14, 2022

How do you learn? What kind of teaching is most effective for your learning? Answering the first question matters more than the second, because you can - an...

Sort recordings by title, artist, year of release, year inducted into the Registry, and genre by using the up and down arrows at the top of each column.

By James M. Lang

As we embark upon a semester of teaching face-to-face with masks and physical distancing, we wanted to share tips for making this work

In today's post, I address a concern I've heard from many of you related to our students' potential "learning loss" after multiple semesters of pandemic learning. What should we expect in terms of their preparation for the coming semester and, more importantly, how might we adjust our teaching to account for what these students may need?

Want to know the number one thing that stops people from learning names? That they emphatically tell you that they’re “awful at remembering names.” Break that habit, and add these other practices, and you’ll be on your way to not forgetting the name of the person you just met.

It's back to school time and subsequently the #DecolonizeYourSyllabus is coming back around. Here's my recommendations for how to move beyond performative actions or checking boxes, a 🧵of Indigenous wisdom by an Indigenous scholar:— Autumn A. BlackDeer, MSW (@AsherBlackdeer) August 19, 2021

The Office of Teaching and Learning is offering a series of active workshops designed to support your planning for your Fall 2021 courses. Workshops are focused on topics related to course design, assessment, and active learning, and our discussions will be relevant across course delivery modes (e.g., in-person, blended, hybrid, virtual). All session handouts and worksheets are available under each session box below. August Workshops Expand the session boxes to view information about each session, register, and to download the session handouts and worksheets. 1. Balancing High- and Low-Stakes Assessments in your Course Session Date: August 4th, 1:00-2:30pm - Cancelled. Expand to view Session Resources. General Description: This workshop offers an opportunity to review the overall structure of your course assessments, including the balance and distribution of high- and low-stakes assessments and assessment workload. We’ll discuss strategies that can improve workload balance for you and your students, assignment transparency, and student effort. Ideal for faculty and instructors who: Would like to modify the overall structure and design of their course assessments using strategies that consider instructor and student workload, effort, and well-being Want to gather ideas and feedback from colleagues that have tried various assessment strategies and/or are considering similar strategies and approaches Learning Outcomes: Reflect on previous offerings of your course to identify and discuss challenges with assessment balance, flow, organization and consider what modifications are needed. Identify key considerations and strategies to balance assessment workload, distribution, and weighting for students and instructors. Discuss options for improved assessment workload balance in your course and the pros and cons of various approaches. Design or modify an assessment plan for your upcoming course(s) that take into account instructor and student workload, effort, and well-being and the benefits and challenges of different approaches. Session Materials and Worksheets: Finding the Balance Between Low and High Stakes Assessments (Handout 1) Common Challenges and Potential Solutions for Balancing the Workload, Flow, Organization, and Weighting of Course Assessments (Handout 2) Session Worksheets 2. Transitioning Exams to Other Forms of Assessment Session Date: August 9th, 10:00-11:30am - Register General Description: This workshop offers an opportunity to discuss the current challenges with your exams, explore alternative assessments that could replace your exams and align with your student learning outcomes, and share pros, cons, and strategies for different assessment approaches. Ideal for faculty and instructors who: Want to explore different forms of assessment in their course instead of traditional closed-book exams Want to gather ideas and feedback from colleagues that have tried various assessment strategies and/or are considering similar strategies and approaches Learning Outcomes: Identify the challenges associated with the use of exams in previous course offerings. Explore different approaches to replacing exams with alternative assessments Evaluate alternative assessment options for your course through session materials and discussions with colleagues. Session Materials and Worksheets: Principles of Effective and Inclusive Assessment (Handout 1) Exploring Alternative Assessment Types (Handout 2) Assessment Checklist (Handout 3) Session Worksheets 3. Synchronous and Asynchronous Active Learning in In-Person, Virtual, or Hybrid/Blended Modes Session Date: August 16th, 1:30-3:00pm - Register General Description: This workshop offers a guided opportunity to review asynchronous and synchronous active learning strategies and consider which activities to add or modify for your upcoming courses to facilitate student engagement and learning. Our discussion will include active learning activities completed individually (e.g., polling, reflection, guided notes) and in groups (e.g., collaborative brainstorming, small group discussions, think-pair-share), and activities that are in-person, online/virtual, or a combination. Ideal for faculty and instructors who: Want to refine or add synchronous or asynchronous active learning strategies to their course(s) Want to gather ideas and feedback from colleagues who have tried various active learning strategies or are considering similar strategies and approaches Learning Outcomes: Reflect on previous offerings of your course to identify what active learning opportunities worked well, what opportunities need modification or to be removed, and where you might want to add active learning opportunities to facilitate student engagement and learning Identify where synchronous or asynchronous active learning activities might be most beneficial within the overall structure of your course Collaboratively brainstorm with colleagues to discuss potentially effective strategies and their implementation, and to address gaps, challenges, and questions related to your course(s) Select promising active learning strategies for your course that align with your other course elements (e.g., learning outcomes, assessments, other teaching and learning activities). Session Materials and Worksheets: Effective Practices for Designing and Implementing Synchronous Active Learning (Handout 1) Effective Practices for Designing and Implementing Asynchronous Active Learning (Handout 1) Exploring Synchronous Active Learning Activities (Handout 2) Exploring Asynchronous Active Learning Activities (Handout 2) Using a Backchannel in In-Person Synchronous Classes Session Worksheets June/July Workshop Sessions The following workshops were held in June/July 2021. Expand the session boxes to view and download the session handouts and worksheets. 1. Keep the Best, Ditch/Change the Rest: Reflecting on What Worked, What Didn’t, and Deciding Where to Go From There General Description: This two-part workshop offers a guided opportunity to plan the overall structure and balance of your Fall 2021 courses through guided reflection, collaborative brainstorming, sharing, and problem solving, and a discussion about different course structures (e.g., blended, hybrid, flipped). We will explore how you might repurpose materials from your remote courses as you plan for your Fall 2021 courses. Ideal for faculty and instructors who: Want to reflect on, revisit, or reconsider the design and structure of their courses, especially with respect to how to integrate and repurpose aspects of face-to-face and remote teaching into hybrid/blended/flipped designs Want to think through their course planning and design ideas, challenges, and questions with colleagues Learning Outcomes: Reflect on previous offerings of your course to identify what worked well (gains, promising practices, assessments, or outcomes) and what you’d like to modify (gaps, challenges, unanswered questions) Evaluate the benefits and drawbacks of different course delivery model options, including blended, hybrid, and flipped approaches Collaboratively brainstorm with colleagues to address gaps, challenges, and questions related to your course planning Plan the overall structure, flow, or balance for your course(s), including how different elements of your course (e.g., instructional activities, learning activities, assessments) might be delivered, and incorporating gains and effective or promising practices from prior course offerings Session Dates/Times: May 31 & June 2, 1:00-2:30pm - Register June 8 & 10, 9:30-11:00am - Register Session Materials and Worksheets: Course Design Models: Blended, Hybrid, Flipped, HyFlex (Handout 1) Delivery and Engagement Modes for Each Course Element (Handout 2) Key Effective Practices in Blended and Hybrid Courses (Handout 3) Session Worksheets 2. Balancing the Flow of Assessments in Your Course General Description: This two-part workshop offers an opportunity to review your assessment workload balance in previous course offerings, learn about strategies that can improve workload balance for you and your students, and design alternative assessment plans for your upcoming offering. We will also discuss assignment transparency and student effort. Ideal for faculty and instructors who: Would like to design or modify an assessment plan using strategies that consider instructor and student workload, effort, and well-being Want to gather ideas and feedback from colleagues that have tried various assessment strategies and/or are considering similar strategies and approaches Learning Outcomes: Reflect on previous offerings of your course to identify and discuss challenges with assessment balance, flow, organization and consider what modifications are needed. Identify key considerations and strategies to balance assessment workload for students and instructors. Evaluate assessment distribution and weighting across the term in previous delivery modes, or planned assessments for upcoming course(s). Discuss options for improved assessment workload balance in your course and the pros and cons of various assessment plans. Design or modify an assessment plan for your upcoming course(s) that take into account instructor and student workload, effort, and well-being and the benefits and challenges of different approaches. Session Dates: June 14 & 16, 9:30-11:00am - Register Session Materials and Worksheets: Finding the Balance Between Low and High Stakes Assessments (Handout 1) Common Challenges and Potential Solutions for Balancing the Workload, Flow, Organization, and Weighting of Course Assessments (Handout 2) Session Worksheets 3. Transitioning Exams to Other Forms of Assessment General Description: This two-part workshop offers an opportunity to discuss the current challenges with your exams, explore alternative assessments that could replace your exams and align with your student learning outcomes, and create an assignment outline for your n

You’ve asked me to write a response to my student evaluations. I’m sitting in my living room, my feet are cold because I haven’t been wearing shoes. Who wears shoes to work at home? My dog runs into the room and then looks at me and runs out. “If you pee on the carpet one more time, I swear to god!” I yell in his direction. My students have heard me yell the same thing at him during class. “The quiz on this section will be an asynchronous OH MY GOD YOU DID NOT JUST DO THAT TO MY CARPET AGAIN ess

As we shift into fall term, students who have never set foot on campus (incoming and second year students) are going to realize that perhaps they DO need accommodations now that in person classes have started again. Accommodations are time consuming, lengthy, and expensive. 1/10

A classic study finds some eye-opening effects of different feedback on learning

Recommended books, journals, and podcasts about college teaching and learning

Are you thinking of implementing mindfulness, breathing, yoga or other wellness-focused social-emotional learning in your classroom? These practices can be powerful ways to develop self-awareness a…

"To be able to mentor students effectively, we first need self-care in the wake of this global health crisis. Self-care, under these circumstances, is nothing short of an act of defiance in the face of exploitation."

You are not a visual learner — learning styles are a stubborn myth. Part of this video is sponsored by Google Search.Special thanks to Prof. Daniel Willingha...

What are the best bets for teachers to invest time and effort in if they want their students to learn more? The Great Teaching Toolkit sets out to answer this question and provide the instruments with which teachers can take ownership of professional learning and to help them enhance their practice for the benefit of students.

It’s the start of August which, for schools on the semester system, means that instructors are starting to construct their fall syllabi, anticipating the start of yet another academic year. H…

Flipped learning is great for students, but it can be tough on faculty because it requires a significant shift in the way we think about using time and space for teaching. It also requires a different approach to lesson planning, and this can be a major choke point on the

Creating intentionally designed curricular pathways to ensure that graduates acquire the skills and knowledge we value.

Critical thinking is discussed extensively in higher education research literature, especially through theories about how to define, measure, and develop “higher-order” cognitive skills. However, there is a less substantial body of scholarship exploring the connection between educational practices and critical thinking research. How is critical thinking being taught at colleges and universities, and how can educators use research to improve teaching practices?