Teaching

A third edition to our series of long-form conversations featuring SASN faculty, students and staff where we open up the floor on courses, topics, and collab...

Newsletter #4

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

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An extensive literature exists that describes how to categorize students by a plethora of learning styles, including recommendations for teachers on how to match curriculum, pedagogy, and assessment to optimize student learning. Two recent review articles are discussed, both of which conclude that no experimental evidence exists to support the hypothesis that instruction designed in response to student learning styles can actually improve achievement.

One idea that I encounter a lot in higher education workshops is the idea of learning styles: that some people are “visual learners” that learn best by looking at visual representations of information, and other people that learn best from reading, or from listening to lectures, and that those are traits we are born with. […]

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?

Critical thinking is one of the top goals of education and, arguably now more than ever, it is crucial that young people can think critically. This talk will discuss how [...]Read More...

Open Resources for Student-Centered and Adaptive Strategies in the New Higher Ed Landscape

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About a month into each semester, Gayle Golden sets aside a little time to ask her students about their learning.The journalism instructor at the ...

I am seeing a lot of talk about flexibility and that conversation needs nuance. https://t.co/qtJw8ypvuY

Canvas Course Evaluation Checklist v2.0 is Here! ▶ Make a copy of the Canvas Course Evaluation Checklist v2.0 (shared as an easy-to-copy preview via Google Docs) so you can customize it for your institution. Note: We ask that you comply with the Creative Commons licensing located at the bottom of th...

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Yes, reminds me of messaging with inclusive teaching. Don’t blame the students, change the environment and course structure to help more students thrive.

Writing clear, measurable learning objectives for lesson seems simple; it isn't. Here are some steps that can make it easier.

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Five simple questions can generate some highly useful, rich, and informative data about student engagement in a course.

Looking for resources (not replies, but links/research/posts) about the psychology of deadlines: how they hurt, how they help, how to make them flexible w/o decreasing focus/motivation. Anything welcome! To share w/ fac who're probing challenges of relaxing/eliminating deadlines.