Getting Your Students to Engage with Course Readings
Have you ever struggled to get students to do required readings? Do your students treat them as optional? Perhaps they do the readings, but when
Fiona Hunt, MLIS
July 24, 2020
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Course Design
The Unessay Experiment: Moving Beyond the Traditional Paper
I said to myself in spring of 2019, after reading through the final papers for a class, “I cannot read another history research paper.” I
Jodie N. Mader, PhD
July 22, 2020
One List to Rule Us All: The Benefits of Unified Writing Guidelines
Many years after graduating with our undergraduate degrees, we can still remember the stress of being a student. One lesson that stands out from those
Diana Jacobs, PhD, and Trisha Prunty
July 8, 2020
Non-Traditional Readings: A Piece of Pandemic Pedagogy
On Friday, March 13th, I received the email. In response to the rising coronavirus pandemic, we were moving to one week of online instruction. Five
Chris Outzen
July 1, 2020
A Renewed Case for Student Success: Using Transparency in Assignment Design When Teaching Remotely
In response to the worldwide spread of COVID-19, most erstwhile face-to-face and hybrid courses have now transitioned into remotely delivered ones. In these new educational
Devshikha Bose, Sarah Dalrymple, and Susan Shadle
May 13, 2020
Advancing a New Mindset About Curriculum Design
One of the most basic principles in education is backward curriculum design. This approach involves beginning with the end in mind. Moore (2015) stated that
Adrianna Davis, EdD, MS
March 18, 2020
Revisiting the Syllabus
The syllabus—most of us use them, many of our students don’t read them. We wondered if this venerable artifact of teaching might merit a revisit.
Maryellen Weimer, PhD
January 31, 2020
Culturally Responsive Teaching and UDL
Creating educational experiences for our students that integrate Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT), a philosophy of education that centers students’
Gwen Bass, PhD, and Michael Lawrence-Riddell
January 20, 2020
UDL: A Powerful Framework
Increasingly, instructors at the college level are called upon to create classroom learning experiences that can be characterized using terms like academically rigorous, accessible, differentiated,
Gwen Bass, PhD, and Michael Lawrence-Riddell
January 6, 2020
Course Design: Aligning Learning Expectations, Instruction, and Assessment
I found the article, “Testing and Assessment: Looking in the Wrong Places” by Dr. Caristi (Teach Strats, 11 Sept. 2019) interesting. But, if I am
Howard Kimmel, PhD
December 2, 2019