This post is part of our Keep Teaching blog series meant to help IU instructors move their classes online quickly due to COVID-19. For more detailed resources, see the Keep Teaching website. For many faculty, quickly transitioning to online teaching is most challenging when considering how they will assess students’ learning. That’s especially true with… Read more »
CITL
Rethinking Attendance Policies When Moving Your Course Online
This post is part of our Keep Teaching blog series meant to help IU instructors move their classes online quickly due to COVID-19. For more detailed resources, see the Keep Teaching website. If you’re required to move your course online quickly—in case of a campus closure, for example—there are some decisions you’ll need to make… Read more »
Pivot Your Course: Adaptations for Temporary Online Teaching
This post is part of our Keep Teaching blog series meant to help IU instructors move their classes online quickly due to COVID-19. For more detailed resources, see the Keep Teaching website. Faculty across the globe have taken to social media to discuss concerns around moving their teaching online should their campus close for a… Read more »
Preparing for COVID-19 Challenges
This post is part of our Keep Teaching blog series meant to help IU instructors move their classes online quickly due to COVID-19. For more detailed resources, see the Keep Teaching website. As you all know, COVID-19 is spreading in the U.S. and abroad, bringing with it threats of disrupting education. We already are seeing… Read more »
A New CITL Position to Support Non-Tenure Track Faculty
CITL would like to announce some good news for non-tenure track faculty: we have created a new position, a Principal Instructional Consultant for Non-Tenure Track Development. Funding for the position was provided by the Provost as a way of recognizing the growing importance of providing support and programming tailored to the professional needs of non-tenure… Read more »
Problems with and Alternatives to Traditional Approaches to Grading Writing
As John Warner notes in Why They Can’t Write, “there’s little dispute that grades do more harm than good in helping students learn writing” (2018, p. 213). Grades are both a disincentive for students to learn and an imprecise measure of what they have learned. Students in classrooms with traditional grading practices—that is, those that… Read more »