Estimated reading time: 3 minutes Discussion board activities offer an opportunity for students to share their knowledge, debate, and otherwise interact with each other. Have your students been complaining about discussion board assignments, calling them… Read More »Tired of “post once, respond twice”? Rethinking discussion board activities
Teaching after a national crisis brings challenges of context, resources, emotions, and, at the start of a semester, rapport. This list of resources was generated for and at our January 7th Hub Coffee Hour, Teaching… Read More »Resources for Teaching after the Capitol Insurrection
The new year is traditionally a time of renewal and rejuvenation with resolutions abound, complete with goals and intentions. A few years ago I was struck by the digital detox initiatives out of Middlebury College… Read More »Digital Detox 2021 – The Digital Learning Community in a Pandemic
One of the most important things to consider when teaching online, is about finding ways to provide appropriate and effective feedback to students. Giving students feedback is even more important for online classes simply because… Read More »Time-Saving Strategies for Providing Feedback in Online Classes
Estimated engagement time: 5-10 minutes During a busy semester, it can be difficult to find the time to reflect on successes, challenges, and lessons learned from a given teaching experience. There have been so many… Read More »Self-guided teaching reflection: Fall 2020
Grades can cause anxiety for students and stress for instructors. All too often, it can feel like concerns about grades actually get in the way of authentic learning. I interviewed Central New Mexico Community College… Read More »Ungrading can work in STEM: A conversation with Clarissa Sorensen-Unruh
Estimated reading time: 3 minutes 15 seconds In the recent survey of UM Dearborn student experiences with remote learning during the COVID-19 pandemic, a number of students mentioned that they feel like they are “teaching… Read More »Why do students feel like they are “teaching themselves” and how can instructors respond?