Category: Pinned

Encourage Feedback via Student Evals

April 28, 2017 | Beth Fisher

Pinned / Resources for Teaching

It’s not too late to encourage your students to complete the online course evaluations. Send them an email to let them know that their feedback will help you refine the course for future semesters, and thank them for their thoughtful responses. For additional ideas, please see our resources page, Encouraging Students to Provide Feedback via […]

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The Distracted Classroom

April 27, 2017 | Beth Fisher

Pinned / Research on Teaching and Learning

In his Chronicle of Higher Education column, James Lang (professor of English and director of the Center for Teaching Excellence at Assumption College) reports on research suggesting that digital devices can be distracting precisely because they appeal to a desire to engage in the pleasurable pursuit of “information foraging.” In addition, he reflects on implications of research […]

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Open Positions at The Teaching Center

April 17, 2017 | Beth Fisher

Announcements / Pinned

Come grow with us at The Teaching Center! We are currently inviting applications for two Assistant Directors in Academic Services. The Assistant Directors work collaboratively with colleagues to develop and provide interactive programs on evidence-based teaching. The primary focus of these positions is on graduate-student and postdoc programs—including workshops, consultations, and symposia—as well as a […]

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Blackboard: Current Issues

March 23, 2017 | Beth Fisher

Announcements / Pinned

For updates on all current issues, please go to https://blackboard.wustl.edu/announcements/ SafeAssign Blackboard is reporting that, due to a high paper load, instructors using SafeAssign are currently experiencing significant delays when requesting reports. Recommended Browsers: Safari and Firefox Due to intermittent issues we have observed when using Chrome (e.g. “chevron” not opening to provide edit options), we […]

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Applying Cognitive Science in the Classroom

March 13, 2017 | Gillian Parrish

Evidence-Based Strategies / Pinned

Applying insights from cognitive-science research is one of the core things we do at The Teaching Center, including through workshops for faculty, post-docs, and graduate students. Faculty Focus recently explored this topic in a trio of posts by Maryellen Weimer, PhD. (Links to each article below are arranged in order of publication date.) Weimer provides insight into […]

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The Many Meanings of Silence in the Classroom

March 6, 2017 | Gillian Parrish

Inclusive Teaching & Learning / Pinned

In our extroverted culture, it can helpful for us to remember that our students’ silence in the classroom means different things at different times. In “Silence in Teaching and Learning: Perspectives of a Nepalese Graduate Student,” Krishna Bista, Professor of Education, University of Louisiana, provides insight on “patterns of silence” in the classroom. Informed by […]

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Faculty members from across Washington University in St. Louis gathered for IDEA FIT, Inclusion and Diversity to Engage All from the Faculty Institute on Teaching, part of The Teaching Center, at Siegle Hall on the Danforth Campus in St. Louis Wednesday, May 25, 2016. Priscilla Song (right) of Anthropolgy talks during the session Designing Inclusive Materials and Assignments. Photo by Sid Hastings / WUSTL Photos

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Apply for IDEA FIT 2017

March 2, 2017 | Teaching Center Staff

Announcements / Pinned

Washington University faculty are invited to apply for the 2017 Inclusion and Diversity to Engage All Faculty Institute on Teaching (IDEA FIT). IDEA FIT is a two-day institute that offers faculty from across the disciplines an opportunity to learn about and develop evidence-based strategies that can foster inclusion in teaching and learning. The 2017 institute will […]

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Considering Corrective Feedback

February 7, 2017 | Gillian Parrish

Improving Teaching and Learning / Pinned

As we enter these weeks before midterm, we might consider how we can focus our feedback to deepen student learning. In this Journal of College Science Teaching article, “It’s Not Wrong to Tell Students When They’re Wrong,” authors Robert Ehrlich and Stanley Zoltek consider the value of corrective feedback in student learning. The authors note that […]

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Four Ways to Form Student Groups

January 31, 2017 | Shawn Nordell

Integrating Active Learning / Pinned

In his popular eNewsletter, Tomorrow’s Professor, Rick Reis provides information on a wide variety of teaching and learning topics. In a recent post, he provided an excerpt on how to form student groups from a new book, A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice (2016), by Paul Baepler, J.D. Walker, […]

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Learning About Confucian Heritage Learners

January 25, 2017 | Gillian Parrish

Inclusive Teaching & Learning / Pinned

Teaching inclusively entails learning about how our students learn. In this article from New Directions for Teaching and Learning, “Learning the Confucian Way,” author Tieyuan Guo provides insight into learning approaches among students from the “Confucian heritage cultures” (CHC) of East Asia and Southeast Asia. The author provides an overview of learning motivations among CHC learners and […]

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