By Carlos Figueroa Learning Reflective Journals (LRJ) are student entries used in upper level seminars that can take different forms – handwritten pencil/pen to composition notebook, or typed via an on-line forum, or Word doc, among others. Journaling encourages students to bring their personal experiences,… Read More
This week’s shared blog post, Learning to Learn, by Filipa Pajevic (1/13/17), from Teaching and Learning @ McGill University, serves as a detailed introduction to the idea of learning to learn- how to help students to “study deeply and immerse oneself in the subject at… Read More
By Joslyn Brenton As teachers, we have all been in the familiar predicament of developing a new course. This is how the process usually goes for me: Excitement (mixed with panic) sets in. Where do I begin? What do students need to know? What readings… Read More
By Julie Schell (Reposted 1/15/13) Peer Instruction Part 2 Flipping and peer instruction are related? Check out Julie’s blog on flipping your classroom with peer instruction. Julie Schell writes Turn to Your Neighbor, The Official Peer Instruction Blog. She is Director of OnRamps, an innovative… Read More
Interview with Susan Adams Delaney (with Judith Ross-Bernstein) Last semester, Susan Adams Delaney led a faculty development session at the Center for Faculty Excellence to discuss selected teaching strategies that support students’ reflective thinking. In this follow-up interview with Judith Ross-Bernstein, Susan shares how she:… Read More
By Judith Ross-Bernstein “In a FUBU universe, students become the primary agents of their own learning by providing feedback and creating artifacts that emerge out of their own experience (“by us”) for their own learning benefit (“for us”).” (Silva, 2015) Silva shares a distinctly student-centered… Read More
Richard Friesht at the Berkeley Center for Teaching and Learning offers advice on how to interpret student evaluations of teaching and use them to gain formative insights into one’s teaching. Consider these five tips to select relevant information that can inform your teaching practice now… Read More
By Judith Ross-Bernstein with Nancy Menning How can we create environments that invite students to be actively engaged? “I break performance into smaller steps and offer students playful low-risk opportunities to incrementally build confidence, skill and voice.” Debbie Rifkin (Music/Women & Gender Studies) “I assign… Read More
Are you looking for formative processes to gather student feedback on teaching and learning? Once a month, threads@CFE shares outside blogs of interest. (click here) Early Term Assessment of Teaching and Learning This shared post from Techniques in Learning and Teaching (TILT), the blog space of the… Read More
