What is the hidden curriculum? The “hidden curriculum” or “invisible curriculum” refers to the unstated norms, policies, and expectations that students need to know to succeed in higher education but are often not taught explicitly. Your students might not know how to do things that seem quite rote and standard to someone more experienced, like… Read more »
Tag: course design
Course Design for Graduate Students: You’ve Got This!
Midway through the 2022 spring semester, I walked into my classroom and was greeted by one of my students giving her classmates an impromptu presentation on educational best practices, punctuated with examples of work I’d been doing in her classroom. Despite the student’s praise and the fact that she was connecting claims and evidence (a… Read more »
Leveraging Seminar-Style Dynamics for a Close Knit Online Course
Throughout consultations and events this fall, instructors have shared that the “magic” of their typical, in-person class wasn’t as strong in their online or hybrid courses. The common thread among all the stories is that instructors are missing the closeness felt among students in the class. These stories drive me as a graduate student studying… Read more »
Is the Gamification fad truly over?
Gamification of learning emerged as a pedagogy in the early to mid-2000s with a “fad”ish following in higher education. But is the fad over? Maybe not! Another look may be warranted. Much has improved in learning technology since the early 2000s and the majority of Americans ages 18-29 say they often/sometimes play video games. Gamification… Read more »
Summer of Learning with CITL | Part II
Finals are being completed, grades are being posted, and the semester wrap up is well underway. Meanwhile, at the CITL we are gearing up for a summer of learning. We have several Institutes as well as workshops prepared to help you with any part of your course you are considering. Some of our larger efforts… Read more »
Realistic Student Expectations
Research suggests college students rarely complete learning tasks such as applying, evaluating, or synthesizing knowledge and instead complete tasks that require remembering and understanding information. Our expectations for students tend to become a self-fulfilling prophecy. When we communicate high, but attainable expectations for our students, they will make significant learning gains. When designing a course,… Read more »