Teaching

Advocates ask teachers to cede authority to students. But what if you are a faculty member of color or an adjunct without much acknowledged authority to share?

Chris Gilliard (@hypervisible) is a leading critic of surveillance technology, digital privacy, and the problematic ways that tech intersects with race and social class. We talk about the automated

Spicy takes from Benjamin Bloom

College instructors have changed their attitudes toward academic integrity in online courses, according to a new report from Wiley.

Leadership & Teaching Resources Link here to learn about the FDC’s Leadership & Teaching Series and how you can build your evidence-based decision making skills. General Education Assessment Planning General Education Program Courses, Distribution, & Functional Competencies Maps GEP courses to the UMBC Functional Competencies, including First-Year Seminars. Assessment of General Education Courses Contextualizes General […]

I’m back in the podcast editing saddle with two sessions parked in Audacity for the OEG Voices show and hoping I can pin Antonio Vantaggiato down (or get my own schedule in order) for an over…

In a recent survey, a whopping 97% of education professionals agreed that video is essential to students' academic experience.

How to turn a Zoom chat into a useful summary Have you ever wanted to create a useful chat summary from a virtual class meeting, presentation or panel discussion on Zoom (or some other videoconference tool)? For over 10 years now, I’ve been using a strategy I call the “hashtag chat summary” to ...

Today I'm going to begin a workshop by inviting instructors to view their syllabus not as a contract but as a conversation starter. #HigherEd #FacDev https://t.co/op0UC5lpnz

Reflecting on how Wordle works from a pedagogical POV

Despite active learning being recognized as a superior method of instruction in the classroom, a major recent survey found that most college STEM instructors still choose traditional teaching methods. This article addresses the long-standing question of why students and faculty remain resistant to active learning. Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less. We show that this negative correlation is caused in part by the increased cognitive effort required during active learning. Faculty who adopt active learning are encouraged to intervene and address this misperception, and we describe a successful example of such an intervention.

In some ways, I get why some people are saying they hate online learning. Almost everyone was forced into it – even those that didn’t choose it originally. We live in a time where most …

For a long time, I’ve been moving in the direction of ungrading. I’ve long known that grades, traditionally-defined and used, don’t reflect actual learning, and indeed often get i…

In just a moment, faculty will begin (or continue) to think about designing their spring courses. This semester may be even harder for everyone than last semester b/c pandemic stress & trauma is cumulative. Here, then, is a 🧵on empathetic, inclusive course design. 1/x

You might be interested in reflecting upon or assessing your individual inclusive teaching efforts,  or have general questions about the climate of inclusion within your department or more broadly at your institution. You may want to know what tools already exist in the literature or are otherwise available. The list below captures several of such …

My dissertation on #ungrading as an example of teaching development in online, social spaces is web-ready. I will be working on smaller pieces in the coming months (especially for @dbuckedu's pressbook), but for now I wanted get this out into the world. https://t.co/EkvS63tI6a

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.