If you ask any faculty member who has worked with the CITL on a project, grant, or learning community, odds are they know Lisa Kurz. When I started at the CITL, Lisa mentored me; we met weekly to discuss my work and progress in instructional consulting. She invited me to observe her consultations and her… Read more »
As you wrap up your Fall classes and turn your attention towards next semester’s courses, consider ways you can welcome your next group of students to your course and increase their sense of belonging. Despite promising improvements, depression and anxiety are still prominent among college students. While there are many reasons for this, one contributing… Read more »
Looking for a new classroom activity that combines critical thinking and collaboration? Try “Demonstration Prediction!” Here’s how it works: Set the Stage: Introduce a demonstration that relates to the course material, keeping the outcome a mystery. Make Predictions: Ask students to predict the results of the demonstration; have them articulate their reasoning based on prior… Read more »
When you teach students new material, it’s often helpful to gauge their familiarity with any new concepts or terms you’re about to introduce. One quick and easy way to accomplish this is the Plus – Minus – Question Mark (PMQM) technique. This Classroom Assessment Technique (CAT) can help you prepare for instruction by showing you… Read more »
This post was written by the CITL’s Madeleine Gonin and Emily Esola from the Kelley School of Business Introduction by Madeleine Gonin I have invited Emily Esola to share her approaches and experiences with writing inclusive syllabi. Emily and I will be co-facilitating a workshop on December 17 and January 8 where we will take… Read more »
So often, as we teach and reteach the same courses, we accidentally fall into a pattern of repetition. Certainly, for those of us who have taught the same courses with the same student learning outcomes, we have found the activities that work, dismissed the ones that don’t, and only overhaul a course when it becomes… Read more »