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.
Power-Using and Hacking Blackboard
by Nathan Loewen, Department of Religious Studies Do you use Blackboard in your course? I do. Here’s why: I think it’s easier for me, as well as the students, to
This Professor Likes CATs (classroom assessment techniques)
by Nathan Loewen, Department of Religious Studies I am going to write about measuring teaching effectiveness. There is a lot of buzz about metrics in higher education media, but not until the
Students’ Opinions Instruction are In! Now What?
by Nathan Loewen, Department of Religious Studies Sometimes there is a considerable difference between a professor’s evaluation of a course and those of the students. The divergence can work in
Investing in Your Online Courses
Chase Wrenn, a professor in the philosophy department, teaches an online Intro to Deductive Logic course centered on building skills in formal reasoning. He offers the following advice on managing self-paced, asynchronous online courses.
Providing Feedback in Large Courses
In a large course with limited TA assistance, it may seem impossible to offer students meaningful feedback on their progress. In this post, faculty members describe how they use office hours, technology, and TAs to
Feedback in Online Courses
by Alecia Chatham, Department of Modern Languages and Classics Personalized feedback is the best feedback a student can receive. It is the closest to one-on-one teaching possible online short of