Back in September, we hosted a Scholarship of Teaching and Learning (SoTL) talk by Mary Murphy (Psychological and Brain Sciences) on her work on stereotype threat and student success. That concept is based on the idea that students can struggle when they don’t feel like they belong—e.g., they are a first-generation college student, don’t see… Read more »
CITL
Gratitude in Teaching and Learning
With many of us taking time off this week for the Thanksgiving Holiday, I wanted to post about some thoughts about thankfulness or gratitude within higher education. One of the most powerful experiences I have had with gratitude in a professional context came last year at a conference for educational developers—the field to which many… Read more »
Taking the Equity Pulse in the Classroom
Pt. 1: Gender Equity in Student-Teacher Interactions A special guest post by Katrina Overby, Katie Kearns, and Maureen Biggers Gender-equitable classroom practices allow an inclusive range of perspectives to be presented, and they can positively impact the individual and collective growth of students. Yet several nationwide studies report that faculty members exhibit subconscious gender-biased behavior… Read more »
But, I Don’t Know HOW To Do SoTL Research.
Undertaking a Scholarship of Teaching and Learning (SoTL) project is much like undertaking disciplinary research. Like other forms of research, SoTL follows the broad steps of the scientific method. Applied to SoTL, these steps are as follows: Identify the research question Design the study Collect the data Analyze the data and draw conclusions Present and… Read more »
Are Your Students Getting It? Use Quick Check in Canvas Content to Find Out
If you are teaching a face-to-face class, you can easily find out whether your students are understanding course concepts. At minimum, you can ask students to self-report their comprehension by raising their hands or by using a classroom assessment technique that asks them to write down the muddiest points of the lecture. Alternatively, you can… Read more »
Flipping Your Classroom Series
The tendency of a traditional classroom is to build more basic, foundational knowledge during class and then send students out to do more complex thinking on their own as assigned work. So why do we ask students to perform, on their own, the cognitively challenging work where they are most likely to have questions and… Read more »