Instructional Continuity

Moving Exam Content Online

In traditional, face-to-face learning environments, instructors typically assess student learning through formative check-in activities and exams. These activities help measure student and instructor performance in a course and often comprise a substantial portion of a student’s grade. How can you go about replicating these activities and assessing students in online formats? Below are strategies and… Continue reading Moving Exam Content Online

From the Director, Teaching with Technology

Instructional Continuity

Given the increase in coronavirus cases in the US and abroad, we find ourselves in an unusual circumstance that asks us to act with concern and consideration toward everyone in our community and with a commitment to finding new ways to create and experience knowledge. At its most basic definition, “instructional continuity” means 1) that… Continue reading Instructional Continuity

Uncategorized

Upcoming Event: Ignatian Pedagogy Institute

Ignatian Pedagogy Institute: Ignatian Discernment and Intellectual Inquiry for Enhanced Teaching and Learning Monday, March 9, Il Monastero During this day-long institute, participants will increase and deepen their knowledge of Ignatian pedagogy as an extension of Ignatian spirituality through the lenses of discernment and inquiry. Through multiple interactive sessions, participants will engage in studied decision making… Continue reading Upcoming Event: Ignatian Pedagogy Institute

Tips on Teaching

Leading Effective In-Class Discussions

by Konnor Brennan, Graduate Assistant, Reinert Center In-class discussions are one of the most frequently used instructional strategies, and when intentionally designed, can yield many benefits for students. In-class discussions can fit into the overall design of a course in several ways. They could be used to formatively assess student learning, be used to develop… Continue reading Leading Effective In-Class Discussions

Tips on Teaching

An Emotion-Based Teaching Toolbox

by Eric Royer, Instructional Design Specialist, Reinert Center As a social scientist, my disciplinary training repeatedly instilled the belief that emotions must be separated from virtually everything we think about and do as successful, respected academics. “Good science,” as the narrative goes, involves letting objective facts and data speak; “bad science” is the ill-advised enterprise… Continue reading An Emotion-Based Teaching Toolbox

Teaching Today's Students

Lecture Assistants in Large Lecture Courses

by Asmira Alagic, Assistant Professor, Chemistry and Peyton High, Learning Assistant, Chemistry Monotonous, one-sided, and non-interactive are among several descriptors of common large lecture settings. In order to change student’s perception of dull large lectures, we’ve implemented the use of Learning Assistants (LAs), undergraduate students who, through weekly preparation sessions and a pedagogy course, facilitate discussions… Continue reading Lecture Assistants in Large Lecture Courses