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Promoting Persistence in STEM Learning Community: Resources and Reflections

Sep. 28, 2021—STEM disciplines have long been concerned with disparities between underrepresented and well-represented student groups and the associated “pipeline” problem, where underrepresented students are more likely to switch away from STEM majors. In 2020-2021, a group of about twenty faculty from eight departments met biweekly to consider ways to address this problem individually and collectively. Members...

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Want to help your students avoid cheating? Consider this guide.

Sep. 22, 2021—The folks at EduMed have developed a guide to help students understand and avoid plagiarism and cheating. The title focuses on online students, but the breakdown of different forms of academic dishonesty and how to avoid them can be useful to all students. The descriptions of self-plagiarism, paraphrasing plagiarism, and mosaic plagiarism may be particularly...

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CFT Opens New Digital Media Lab to Support Faculty

Sep. 20, 2021—The Digital Media Lab in the Digital Commons building at 1101 19th Avenue South provides guidance, instruction, and resources to all faculty, regardless of technology experience, who want to create and use digital media in their teaching. The digital media specialists at the DML can help faculty learn about video production, audio production, graphic design, and web design....

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Lessons from a Journal Club: Investigating Student Learning – Post 3: Reasons for doing systematic inquiry and final reflections

Sep. 1, 2021—by Leah Marion Roberts, Senior Graduate Teaching Fellow   Welcome to the final post in this series on systematic inquiry in teaching and learning contexts. This spring, Cynthia Brame and I facilitated a journal club looking at different ways to investigate student learning. In this blog series, I’m sharing some highlights of our collective learning,...

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One of these things was not like the others: Experiences with standards- and specifications-based grading

Aug. 30, 2021—This guest blog post comes from Richard F. Haglund, Stevenson Professor of Physics.   The following comments are reflections after a year of fruitful dialogue with colleagues in an on-line learning community sponsored by the Center for Teaching, organized and led by Cynthia Brame. What I experienced about grading in 2020-2021 is a significant difference...

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Lessons from a Journal Club: Investigating Student Learning – Post 2: Affective/Cognitive Inquiry and Qualitative/quantitative approaches

Aug. 25, 2021—by Leah Marion Roberts, Senior Graduate Teaching Fellow   Assessment of student learning is an essential practice in teaching. As mentioned in the first post in this blog series, asking questions and collecting data about our classes systematically can deepen our knowledge of student experience in our classrooms, and hopefully lead to improved teaching practices. ...

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Lessons from a Journal Club: Investigating Student Learning – Post 1: What is vs. what works?

Aug. 18, 2021—by Leah Marion Roberts, Senior Graduate Teaching Fellow   Assessment of student learning is a familiar and essential component of teaching.  As college instructors, we constantly ask ourselves questions like: “Are my students learning?” “What do they still not understand?” “Do students feel they can approach me with questions or concerns?”or, “That cool new thing...

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Want to signal inclusion to your neurodivergent students? Use this syllabus statement

Jul. 29, 2021—  In 2020-2021, a group of faculty met throughout the year to consider ways to promote equity and inclusion in their courses and programs (you can see a brief description of how they got started here). Keivan Stassun, professor of physics & astronomy, committed to developing a statement that faculty can use in their course...

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Learning Online with Social Annotation

Jul. 26, 2021—This spring CFT executive director Derek Bruff experimented with the social annotation tool Perusall in his first-year writing seminar. Perusall allowed him to share a variety of course materials with students, including news articles, podcast episodes, and YouTube video, and to invite students to annotate those texts collaboratively. He used the tool in several different...

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The CFT Thanks Our Graduate Teaching Fellows!

Jun. 23, 2021—L to R:  Abena Boakyewa-Ansah (History), Amanda Brockman (Sociology), Leah Roberts (Human & Organizational Development), and Mohammad Meerzaei (Religion) We want to thank our 2020-2021 Graduate Teaching Fellows for their leadership, commitment to teaching values, and completing their 12 months fellowship. As we faced an unprecedented year with new teaching challenges, our incredible Fellows created various resources and...

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