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Teaching, Difference, and Power

A New Guide on Teaching Students with Disabilities

Students of all abilities and backgrounds want classrooms that are inclusive and convey respect. For those students with disabilities, the classroom setting may present certain challenges that need accommodation and consideration. The Center for Teaching has embarked upon a theme year on Teaching, Difference, and Power as a way to explore many of the challenges…

Posted on January 20, 2015 in Resource, , , , ,


Teaching, Difference, and Power

A New Guide on Increasing Inclusivity in the Classroom

Among the greatest challenges facing higher education in the US rests in its difficulties confronting, rather than replicating, an array of social inequalities, and in related efforts to create diverse and democratic campus cultures. These challenges touch every area of campus life, but no domain is as central to this work as the classroom. The…

Posted on November 17, 2014 in News, Resource, , , ,


CFT Offers New Guide: “Beyond the Essay: Making Student Thinking Visible in the Humanities”

In August, the CFT announced a theme for much of our programming this year: Students as Producers.  A new guide written by CFT Assistant Director Nancy Chick applies this theme to the disciplines in the humanities. “Beyond the Essay: Making Student Thinking Visible in the Humanities” explores assignments that fulfill three goals: making student knowledge…

Posted on October 21, 2013 in News, , , ,


CFT SoTL Guide

CFT Offers New Guide: Scholarship of Teaching and Learning (SoTL)

The scholarship of teaching and learning (SoTL, pronounced “sō-tul” in the US) is a synthesis of teaching, learning, and research in higher education that aims to bring a scholarly lens—the curiosity, the inquiry, the rigor, the disciplinary variety—to what happens in the classroom (brick-and-mortar, virtual, co-curricular, et al.).   SoTL involves asking meaningful questions about student…

Posted on October 14, 2013 in News,


CFT Offers New Guide: Scholarship of Teaching and Learning (SoTL)

The scholarship of teaching and learning (SoTL, pronounced “sō-tul” in the US) is a synthesis of teaching, learning, and research in higher education that aims to bring a scholarly lens—the curiosity, the inquiry, the rigor, the disciplinary variety—to what happens in the classroom (brick-and-mortar, virtual, co-curricular, et al.).   SoTL involves asking meaningful questions about student…

Posted on September 24, 2013 in News, Resource, , ,


New Teaching Guide: Just-in-Time Teaching

Just-in-Time Teaching (JiTT) is a teaching and learning strategy designed to promote the use of class time for more active learning. Developed by Gregor Novak and colleagues, JiTT relies on a feedback loop between web-based learning materials and the classroom (Novak et al., 1999). Students prepare for class by reading from the textbook or using…

Posted on June 27, 2013 in News, Resource, , , ,


New Teaching Guide on Metacognition

Metacognition is, put simply, thinking about one’s thinking.  More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. This new teaching guide, written by CFT Assistant Director Nancy Chick, defines…

Posted on June 24, 2013 in News, Resource, , ,


New Teaching Guide for Statistics Instructors

Statistical analysis is a critical tool in many fields, and as such, it is taught in courses across many disciplines. This new teaching guide, written by CFT Assistant Director, Cynthia Brame, provides an overview of techniques and strategies that have been shown to improve student learning in statistics courses. It also provides links to resources…

Posted on June 19, 2013 in News, Resource, ,


New Teaching Guide: Team-Based Learning

Team-based learning is one version of a flipped classroom, which is supported by a 1998 study by Richard Hake. Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average…

Posted on June 10, 2013 in News, Resource, , ,


Making Student Thinking Visible: Metacognitive Practices in the Classroom

by Nancy Chick (CFT Assistant Director) and Katie Headrick Taylor (CFT Graduate Teaching Fellow) Every Friday, the four CFT Graduate Teaching Fellows and Assistant Director Nancy Chick meet to discuss the week’s activities and then explore something substantive, either through readings or guests.  We recently discussed the “Top 12 Teaching and Learning Articles of 2012”…

Posted on March 11, 2013 in Commentary, , , , ,