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Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
Beth Cook (Epidemiology) uses small group activities to facilitate meaningful involvement with course concepts and leverage the benefits of collaborative learning
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Tammy Rahhal (Psychological and Brain Sciences) describes how she incorporates flexible assessment practices into her psychology course.
Cathal Kearney (Biomedical Engineering) uses exam wrappers as a way to turn an exam into an authentic learning experience for students.
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Lena Fletcher (Environmental Conservation), co-leader of the CTL’s Contemplative Pedagogy Group, explains how she uses short meditations in her large classes.
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
With a few simple changes, Bogdan Prokopovych (Management) was able to get better feedback about teaching and learning in his course.
Steve Petsch (Geosciences) shars the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Faced with the problem of students cheating on his exams, Professor Mangaliso revised his approach to teaching by educating his students on ethics.
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Elizabeth Porto (Business Communication) use of welcome videos also help students learn how to introduce themselves professionally.
Amanda Woerman (Biology) provides students with a variety of ways to actively participate in large enrollment classes.
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Sophie Horowitz (Philosophy) shares how she does pre-recorded videos, including a short video with her strategies and tips.
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.
Beth Cook (Epidemiology) uses small group activities to facilitate meaningful involvement with course concepts and leverage the benefits of collaborative learning
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Elizabeth Porto (Business Communication) use of welcome videos also help students learn how to introduce themselves professionally.
Amanda Woerman (Biology) provides students with a variety of ways to actively participate in large enrollment classes.
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Sophie Horowitz (Philosophy) shares how she does pre-recorded videos, including a short video with her strategies and tips.
Stacy Giufre and Melina Masterson (Italian) used one of the Libraries Open Education Initiative Grants to write a new elementary Italian textbook.
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Tammy Rahhal (Psychological and Brain Sciences) describes how she incorporates flexible assessment practices into her psychology course.
Cathal Kearney (Biomedical Engineering) uses exam wrappers as a way to turn an exam into an authentic learning experience for students.
Jason Hooper (Music) shares how he uses an alternative grading approach to encourage risk-taking.
Jennifer Fronc (History) discusses how she uses labor-based contract grading to foster an intellectual community with her students.
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
With a few simple changes, Bogdan Prokopovych (Management) was able to get better feedback about teaching and learning in his course.
Steve Petsch (Geosciences) shars the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Faced with the problem of students cheating on his exams, Professor Mangaliso revised his approach to teaching by educating his students on ethics.
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
To support international students and minoritized students, Siobhan Meï (CICS) creates an inclusive environment in her junior year writing course.
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Lena Fletcher (Environmental Conservation), co-leader of the CTL’s Contemplative Pedagogy Group, explains how she uses short meditations in her large classes.
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
With a few simple changes, Bogdan Prokopovych (Management) was able to get better feedback about teaching and learning in his course.
Steve Petsch (Geosciences) shars the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Elizabeth Porto (Business Communication) use of welcome videos also help students learn how to introduce themselves professionally.
Amanda Woerman (Biology) provides students with a variety of ways to actively participate in large enrollment classes.
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Sophie Horowitz (Philosophy) shares how she does pre-recorded videos, including a short video with her strategies and tips.
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
To support international students and minoritized students, Siobhan Meï (CICS) creates an inclusive environment in her junior year writing course.
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Elizabeth Porto (Business Communication) use of welcome videos also help students learn how to introduce themselves professionally.
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Stacy Giufre and Melina Masterson (Italian) used one of the Libraries Open Education Initiative Grants to write a new elementary Italian textbook.
Michael Baker (Physics) aknowledges that major theories in physics are predominantly associated with white male scientists by bringing it up for student discussion.
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
Beth Cook (Epidemiology) uses small group activities to facilitate meaningful involvement with course concepts and leverage the benefits of collaborative learning
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Tammy Rahhal (Psychological and Brain Sciences) describes how she incorporates flexible assessment practices into her psychology course.
To support international students and minoritized students, Siobhan Meï (CICS) creates an inclusive environment in her junior year writing course.
Cathal Kearney (Biomedical Engineering) uses exam wrappers as a way to turn an exam into an authentic learning experience for students.
Jason Hooper (Music) shares how he uses an alternative grading approach to encourage risk-taking.
Jennifer Fronc (History) discusses how she uses labor-based contract grading to foster an intellectual community with her students.
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Lena Fletcher (Environmental Conservation), co-leader of the CTL’s Contemplative Pedagogy Group, explains how she uses short meditations in her large classes.
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
With a few simple changes, Bogdan Prokopovych (Management) was able to get better feedback about teaching and learning in his course.
Steve Petsch (Geosciences) shares the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Faced with the problem of students cheating on his exams, Professor Mangaliso revised his approach to teaching by educating his students on ethics.
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Elizabeth Porto (Business Comm) use of welcome videos also help students learn how to introduce themselves professionally.
Amanda Woerman (Biology) provides students with a variety of ways to actively participate in large enrollment classes.
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Sophie Horowitz (Philosophy) shares how she does pre-recorded videos, including a short video with her strategies and tips.
Stacy Giufre and Melina Masterson (Italian) used one of the Libraries Open Education Initiative Grants to write a new elementary Italian textbook.
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.