Teaching

I’m hooked. How did Peloton do it? Pedagogy.

Whitbeck (1996) presents a design-anchored approach to ethics that provides a way to think about the intersection of instructional design and social justice. While ethics are typically treated as deciding between what is “right” or “wrong,” Whitbeck (1996) explains this is a simplistic view, as ethics are about confronting complex moral problems that require designers to devise responses (design). When critiqued through the lens of accessibility and equity and racial and economic inequalities, areas where present design models fall short become apparent. Ethics as design affords a way to see design models anew and reconsider design practices.

Browse this site to learn about microaggressions and their impact.

Virtual events and webinars don't have to be boring. So here's an ebook about how to make them more engaging, profitable and successful.

Call it pass-fail-plus.

Your learning and training programs may be creating an “illusion of knowing”, where learners gain familiarization of a topic but not a true understanding…

As soon as I learned Campbell's Law, how I conceived my teaching changed.

Teaching and Learning Conferences This listing of teaching and learning conferences is updated on a semester basis. If you know of a conference that should be added to this list, email...

(2015). Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE. Ahead of Print.

Pandemic conditions have pushed some faculty members to be more flexible — even when that’s a little scary.

Some faculty say, "Well they should tell me what's going on. Then I'll consider giving them an extension."Okay, but would you share with a professor that you were pooping blood? Five professors? Someone who you hope will write you a rec letter? 1/ https://t.co/x7T0Iez4Pw— Dr. Cait S. Kirby (she/her) (@caitskirby) November 18, 2021

h/T Jesse Stommel Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in 1999. The concept itself has a longer history w…

While such methods are often considered value-free and unbiased, we must recognize how our classroom practices can reinforce oppressive ideologies and narratives, writes Kamden K. Strunk.

Teaching a Condensed-Format Course As an instructor looking to condense a course to this new format, shorter courses bring a new challenge: determining the appropriate balance of efficiency and rigor in the higher learning experience. High-quality condensed-format courses allow the instructor to focus more on the outcomes of academic rigor and efficiency. To begin, download … Continue reading Condensed-Format Course

We conducted a study to determine which of the available means of student-instructor contact were most preferred by students. Email was the most popular means of contact, followed by in-person contac...

Resources from Webinar with Jesse Stommel, Ruha Benjamin, Martha Burtis, and Sean Michael Morris - October 28, 2021 (If you want to add to this collection, please send your name and email to Bonnie at AT@antioch.edu)

I’m circling back to academic rigor & trying to dissect why I find it so insidious.& here’s my thought - if teaching is mainly about communication & building relationships (b/w student & student, student & teacher, & student & self), rigor undermines all of these in unique ways— Rissa Sorensen-Unruh (@RissaChem) October 28, 2021

Getting to Know the “Average Student” Learners are infinitely variable; it doesn’t make sense to teach to an "average student" because there is no such thing. That said, faculty sometimes picture a younger version of themselves when they think of an average student. See below for a list of books ...

Ontario school districts using the hybrid model of simultaneous instruction say it's a flexible method that keeps students connected to their school communities and better able to adapt to sudden shifts between in-person and virtual learning. But the model continues to draw fierce criticism from students, parents and educators.

Despite decades of evidence, good teaching is still considered more art than science. That’s hurting faculty members and students alike.