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Illustration Professor Outlines Work-Based Model of Art Education

March 20, 2019 | Emily Wasserman

Faculty Spotlight / Teaching at WashU

“I encourage students not to view art making as a mystical activity. It’s about training your eye to see shapes, forms, and colors that are translatable,” said John Hendrix, Associate Professor and Chair of Undergraduate Design at the Sam Fox School of Design & Visual Arts at Washington University in St. Louis. Hendrix teaches undergraduate […]

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How to Make Classrooms Inclusive of First-Generation College Students

March 15, 2019 | Emily Wasserman

Inclusive Teaching & Learning /

First-generation college students comprise about a third of new students at two-year and four-year institutions, according to a recent study by Toutkoushian, Stollberg, and Slaton (2018) cited in a blog post on The Scholarly Teacher. These students often begin their higher education without a mentor or a family member who can offer guidance and support, leaving […]

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Advantages of Student-Led Classroom Discussions

March 14, 2019 | Emily Wasserman

Improving Teaching and Learning /

There are many discussion styles in the classroom but a student-led approach could be the best one to stimulate conversation, writes Peter Wayne Moe, Ph.D., assistant professor of English and the director of the Writing Program at Seattle Pacific University in a recent Faculty Focus article. In the story, Moe cites an example of student-led discussion […]

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Chronicle of Higher Education

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Practical Tips for More Engaging Teaching

March 12, 2019 | Emily Wasserman

Improving Teaching and Learning /

“If you want people to be interested, committed, and willing to devote effort to learning, mastering, and using skills for the long haul, then you can’t avoid the initial step of stimulating excitement,” said psychologist Todd Kashdan, as quoted in a recent article in The Chronicle of Higher Education, “How to Make Your Teaching More […]

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Education Professor Underscores Memory in the Classroom

March 6, 2019 | Emily Wasserman

Faculty Spotlight / Teaching at WashU

“A lot of people in education think about information retrieval as a neutral event, but that’s wrong. Every time you retrieve an event, you strengthen memory,” said Andrew C. Butler, Ph.D., Associate Professor of Education and of Psychological and Brain Sciences at Washington University in St. Louis. Butler, who teaches while running a lab at […]

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Science Advances: STEM Faculty Who Believe in Fixed Ability Have Less Motivated Students

March 6, 2019 | Emily Wasserman

STEM Education

Results from a recent study show that STEM faculty who believe students’ ability is fixed have larger racial achievement gaps and more demotivated students in their classes, according to data published recently in a paper in Science Advances. The paper by authors Elizabeth A. Canning, Katherine Muenks, Dorainne J. Green, and Mary C. Murphy, looks at […]

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How to ‘Plagiarize-Proof’ Writing Assignments

March 6, 2019 | Emily Wasserman

Improving Teaching and Learning / Teaching with Writing

Plagiarism is a common problem at most higher education institutions, but teachers can take steps to “plagiarize-proof” their courses, writes Christina Moore, a virtual faculty developer with the Center for Excellence in Teaching and Learning at Oakland University, in a recent Faculty Focus article. In the story, Moore gives four strategies to help faculty and staff […]

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Chronicle of Higher Education

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Building Transparent Classroom Assignments

March 4, 2019 | Emily Wasserman

Improving Teaching and Learning /

Creating better course assignments can start with transparent teaching, one professor says. Tanya Martini, a professor of psychology at Brock University in Ontario, Canada, shared her approach to making assignments more relevant to her students in a recent article in The Chronicle of Higher Education. Martini was frustrated that students in course evaluations said her assignments […]

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National Study on Inclusive Teaching Survey

February 28, 2019 | Emily Wasserman

Announcements /

Washington University in St. Louis faculty members are invited to participate in a national survey study aimed at providing insight into inclusive teaching efforts occurring at institutions of higher education. Faculty from all disciplines and institutions are welcome to complete the questionnaire. Outcomes will be used to inform future research and professional development addressing inclusive pedagogy. […]

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Tips for Using Classroom Assessment Techniques

February 28, 2019 | Emily Wasserman

Improving Teaching and Learning /

At one point or another, many faculty members fall back on prompts such as, “Any questions?” or “Does this make sense?” to gauge students’ comprehension of a lesson. However, using Classroom Assessment Techniques (CATs) could be a more effective way of monitoring student learning, writes Pete Watkins, associate director of the Center for the Advancement of […]

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