Topics

Actionable Feedback in the Undergraduate Curriculum

When we return work to our students, we hope that they will study our feedback carefully and strive to improve their writing on the next assignment. Indeed, there are times when faculty may observe a student receiving a paper, looking for the grade, and then

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Big Changes at Flipgrid

Flipgrid is a popular video-based discussion tool that has many advantages over an LMS discussion forum. For one, it arranges student postings on a single page rather than in a threaded forum. This makes it good for collecting a variety of independent responses to a

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Ungrading in Content-Focused Courses

When I discovered the ungrading movement a couple of years ago, I realized it fit well with an approach I’d been exploring in my writing classes—one that prioritized student labor, revision, and holistic assessment. I knew this approach had a well-established basis in theory and

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Successes and Challenges with Implementing Personalized Adaptive Learning

Personalized adaptive learning (PAL) is a software platform approach that provides each student with an individualized learning experience by allowing them to progress along their unique learning path through the course content based on their knowledge, skills, and learning needs. Adaptive learning systems customize the

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Make Room for Teaching Your Disciplinary Process

I recently wrote about the need for faculty to up their game on evidence-based teaching practices. Students are coming to us with a wider range of experience and prior knowledge because of COVID disruptions to learning. Our increased use of evidence-based practices is essential to

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Project-Based Learning for Working Adult Students

I teach at a college for working adults. Most of our students work at least one job and have many family obligations. In short, they are busy people looking to learn in the most efficient and effective way possible. To meet these needs, we offer

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What Counts as Evidence of Effective Teaching?

Psychology programs at large, research-focused universities often ask me to provide an external evaluation for a faculty member on a teaching-track faculty who are being considered for tenure or promotion. I try to accept these invitations because I think it is vital that faculty who

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