by Lisa Beck, Psychology Another option, especially after having the above “let’s get curious” conversation with students part 1 of my post, may be to creatively remove the grading fixation
Teaching how to do college: do grades help students learn? Part 1 of 2.
by Lisa Beck, Psychology. Do grades help students learn? As a professor, I find myself frequently asking my students some variation of “what is your intention with their work… …
Teach Your Students Active Reading: Assign Texts in Blackboard with Hypothesis
by Lauren Horn Griffin, Department of Religious Studies Your Blackboard course menu includes Hypothesis on your “build content” menu. Hypothesis works with files you add to your course. It also
Remote Teaching, Difficult Topics, and the Cultivation of Political Judgment: Lessons From the Israel/Palestine Conflict
by Daniel J. Levine, Political Science and Religious Studies This post outlines a set of group assignments developed while teaching The Israel/Palestine Conflict (PSC 344) remotely in Fall 2020. I
Using Gradescope to Give Detailed Feedback on Assignments
by Nathan Loewen, Department of Religious Studies/eTech Did you notice the “Gradescope” option under the “Build Content” option in your Blackboard courses in Fall 2020? Perhaps you also noticed the
What to Do When Your Test Answers are Available Online: Create 1200-Question Test Banks!
by Deborah Keene, Associate Director, Blount Scholars Program How often do you check to see whether answers to your tests are available somewhere online? In the Department of Geological Sciences, several GEO 101 instructors
Piloting ePortfolios in the First-Year Writing Program
by Jessica Fordham Kidd, Department of English On February 22, 2019, Natalie Loper, Brooke Champagne, and I participated in the Faculty Technology Showcase with a presentation on the First-Year Writing
Reflecting on Repetition for Student Success in Teaching and Learning
by Deborah Keene, Blount Scholars Program Thanks to Dean Olin, and the College of Arts and Sciences, I was able to attend the Teaching Professor Conference for the first time.
Reflections on Inclusion and Equity in Digitally Mediated Learning Spaces
by Heather Pleasants, Office of Institutional Effectiveness After returning from the Digital Pedagogy Lab Summer Institute (DPL)*, writing a post about “Assessing Diversity, Equity, and Inclusion in Digital Classrooms” seemed to
Critical Digital Pedagogy in the Modern Classroom: Expectations Vs. Reality
by Cherelle Young, Tuscaloosa City Schools What is Critical Digital Pedagogy? Kate Molloy, a learning technologist with the Centre for Excellence in Learning and Teaching at NUI Galway and a peer from the Digital Pedagogy