Category: Resources for Teaching

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MLA Grants for Course Development

June 16, 2018 | Beth Fisher

Announcements / Resources for Teaching

The Modern Language Association (MLA) has announced that it will award five $3000.00 grants for the development of courses or other educational opportunities that increase student engagement in the humanities. The deadline for grant proposals is September 3, 2018. The MLA is specifically interested in proposals for “courses that are interdisciplinary, that include the digital […]

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Responding to Negative Student Evaluations

May 30, 2018 | Meg Gregory

Resources for Teaching

In a recent Faculty Focus article, “What to Do About Those Negative Comments on Course Evaluations,” Maryellen Weimer, PhD, provides suggestions for how to productively respond to outlying negative feedback on end of term student evaluations. She explores her own tendency to overreach and obsess over the “one negative comment in a sea of positive […]

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Two Posts on #MeToo in the Classroom

April 26, 2018 | Beth Fisher

Resources for Teaching

In a recent post in Inside Higher Education, Neelofer Qadir, Ph.D. candidate in English at the University of Massachusetts Amherst, interviews Dr. Flávia Santos de Araújo, on how the #MeToo movement has shaped her teaching of African American and African diaspora literature. Qadir points to another thoughtful post on how the #MeToo movement has shaped teaching […]

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Interactive Strategies for Student Engagement in Large Courses

April 16, 2018 | Meg Gregory

Resources for Teaching

In a recent Faculty Focus article, “Interactive Strategies for Engaging Small and Large Classes Alike,” Dr. Toni Weiss writes about her experience engaging student learners in a large economics course at Tulane University. She explains how she creates opportunities for interaction between herself and her students regardless of class size. Weiss argues that “one of the […]

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Chronicle of Higher Education

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Alternative Feedback for Student Writing

February 12, 2018 | Meg Gregory

Resources for Teaching

In a post called “Why I stopped Writing on My Students’ Papers” in the Chronicle of Higher Education, Michael Millner, Associate Professor of English and American Studies at the University of Massachusetts-Lowell, discusses his decision to provide students’ feedback on their writing in a new way: through conferencing. In the post, Millner notes his shift […]

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Chronicle of Higher Education

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Reinventing the Survey Course

February 7, 2018 | Meg Gregory

Resources for Teaching

In a recent advice post called “Reinventing the Survey Course” in the Chronicle of Higher Education, James M. Lang, PhD, discusses his reinvention of a literature survey course. He suggests some of the challenges associated with reinventing a survey course in any discipline: the investment in covering the breadth of the field in a few […]

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Chronicle of Higher Education

The Chronicle’s New Teaching Newsletter

September 1, 2017 | Beth Fisher

Resources for Teaching

The Chronicle of Higher Education has launched a new newsletter on teaching, with posts on teaching on the first day, promoting civil discourse, assessment of learning, and the value of failure in the classroom. The first issue appears here, along with a prompt to subscribe to the newsletter if you are interested. *If you do […]

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Teaching @ WashU: Guide for New Faculty

August 22, 2017 | Beth Fisher

Resources for Teaching

If you are new to teaching at Washington University, there is a lot to learn about–including academic calendars, e-grades, and resources for you and your students. Teaching @ WashU is a guide that we have created to help answer some of your questions. Please also feel free to contact us. We would be happy to […]

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Encourage Feedback via Student Evals

April 28, 2017 | Beth Fisher

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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Insights from Neuroscience That Can Inform Classroom Practices

October 26, 2016 | Gillian Parrish

Resources for Teaching

In this article, “Implications of Affective and Social Neuroscience for Education Theory,” Mary Helen Immordino-Yang reports on recent findings in neuroscience that suggest the need for whole-person pedagogies that account for the emotional and social dimensions of thinking and learning. This new perspective from science can help inform our course development as we design interactive lectures and homework assignments, as well discussion and […]

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