- See All Stories
- Communicating Expectations
- Engaging with Content
- Designing Assignments
- Teaching a Class
- Building Classroom Climate
Using AI for Immediate and Student-Specific Feedback
Julia Feldhaus (German) is working collaboratively with students to develop AI literacy, provide differentiated feedback, and reflect together on the benefits and drawbacks of using Large Language Models in learning.
Building Students’ Disciplinary Reading Skills
Andrew Spracklen (Biology) approach reflects a careful alignment between overall course goals and reading based assignments which illustrates approaches for teaching disciplinary based reading skills.
Communicating Your Values through a Transparent Generative AI Policy
Torrey Trust (Learning Technology) describes her iterative process for developing, refining, and engaging students with her generative AI policy.
Integrating your AI Policy with your Learning Goals
Fred Schaffer (Political Science) discusses how he developed an AI policy for his Integrative Experience course that connects his course learning goals to his choices about AI use in his class.
Reimagining Office Hours as Student Hours
Nick Tooker (Civil & Environmental Engineering) shares how he has found success by offering “Student Hours” that encourage peer-to-peer collaboration and community-building in a neutral location.
Addressing Equity and Inclusion in STEM
Michael Baker (Physics) aknowledges that major theories in physics are predominantly associated with white male scientists by bringing it up for student discussion.
Meeting Diverse Students’ Needs Through a UDL-Designed Course
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Building Student Connections with Academic Alert
Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
The Power of Small Group Work in Large Classes: It Can Work!
Beth Cook (Epidemiology) uses small group activities to facilitate meaningful involvement with course concepts and leverage the benefits of collaborative learning
Facilitating Powerful Discussion-Based Teaching
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Flexible assessments in a large enrollment class
Tammy Rahhal (Psychological and Brain Sciences) describes how she incorporates flexible assessment practices into her psychology course.
Creating an Inclusive Learning Environment in STEM courses
To support international students and minoritized students, Siobhan Meï (CICS) creates an inclusive environment in her junior year writing course.
Closing the Loop with Exam Wrappers
Cathal Kearney (Biomedical Engineering) uses exam wrappers as a way to turn an exam into an authentic learning experience for students.
Using Ungrading to Get Students to Think about Their Work
Jason Hooper (Music) shares how he uses an alternative grading approach to encourage risk-taking.
Using Contract Grading to Ease Student Anxiety about Grades
Jennifer Fronc (History) discusses how she uses labor-based contract grading to foster an intellectual community with her students.
Reinforcing Concept Mastery and Building Communication Skills with Oral Exams
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Interactive Peer Instruction in a Large Lecture STEM Course
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Fostering Student Interest, Creativity, and Joy Through Multimedia Projects
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Reading Guides to Help Students Engage with Course Materials
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Contemplative Practices to Deepen Student’s Emotional and Intellectual Engagement
Lena Fletcher (Environmental Conservation), co-leader of the CTL’s Contemplative Pedagogy Group, explains how she uses short meditations in her large classes.
Exit Tickets to Check in with Students and Foster Learning
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
Helping Students Engage Meaningfully with the SRTI Process
With a few simple changes, Bogdan Prokopovych (Management) was able to get better feedback about teaching and learning in his course.
Outreach to Students: Connecting and Caring for Student Success
Steve Petsch (Geosciences) shares the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Building a Culture of Academic Integrity
Faced with the problem of students cheating on his exams, Professor Mangaliso (Management) revised his approach to teaching by educating his students on ethics.
Caption This! Best Practices for Live Captioning Presentations Michelle
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Welcome Videos to Build Community
Elizabeth Porto (Business Comm) use of welcome videos also help students learn how to introduce themselves professionally.
Keeping Students Motivated and Engaged in Large Online Classes
Amanda Woerman (Biology) provides students with a variety of ways to actively participate in large enrollment classes.
A Better Way to Do Peer Review of Writing in Large Classes
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Designing a Class with a Variety of Ways to Participate and Succeed
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Making Videos That Students Want to Watch
Sophie Horowitz (Philosophy) shares how she does pre-recorded videos, including a short video with her strategies and tips.
Reducing Student Textbook Costs and Making a Curriculum More Inclusive at the Same Time
Stacy Giufre and Melina Masterson (Italian) used one of the Libraries Open Education Initiative Grants to write a new elementary Italian textbook.
Wrapping Up the Semester Strong
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Making the Most of Synchronous and Asynchronous Class Activities to Enhance Student Learning
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.
Integrating your AI Policy with your Learning Goals
Fred Schaffer (Political Science) discusses how he developed an AI policy for his Integrative Experience course that connects his course learning goals to his choices about AI use in his class.
Communicating Your Values through a Transparent Generative AI Policy
Torrey Trust (Learning Technology) describes her iterative process for developing, refining, and engaging students with her generative AI policy.
Using AI for Immediate and Student-Specific Feedback
Julia Feldhaus (German) is working collaboratively with students to develop AI literacy, provide differentiated feedback, and reflect together on the benefits and drawbacks of using Large Language Models in learning.
Building Student Connections with Academic Alert
Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
The Power of Small Group Work in Large Classes: It Can Work!
Beth Cook (Epidemiology) uses small group activities to facilitate meaningful involvement with course concepts and leverage the benefits of collaborative learning
Facilitating Powerful Discussion-Based Teaching
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Flexible assessments in a large enrollment class
Tammy Rahhal (Psychological and Brain Sciences) describes how she incorporates flexible assessment practices into her psychology course.
Closing the Loop with Exam Wrappers
Cathal Kearney (Biomedical Engineering) uses exam wrappers as a way to turn an exam into an authentic learning experience for students.
Reinforcing Concept Mastery and Building Communication Skills with Oral Exams
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Reading Guides to Help Students Engage with Course Materials
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Contemplative Practices to Deepen Student’s Emotional and Intellectual Engagement
Lena Fletcher (Environmental Conservation), co-leader of the CTL’s Contemplative Pedagogy Group, explains how she uses short meditations in her large classes.
Exit Tickets to Check in with Students and Foster Learning
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
Helping Students Engage Meaningfully with the SRTI Process
With a few simple changes, Bogdan Prokopovych (Management) was able to get better feedback about teaching and learning in his course.
Outreach to Students: Connecting and Caring for Student Success
Steve Petsch (Geosciences) shares the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Building a Culture of Academic Integrity
Faced with the problem of students cheating on his exams, Professor Mangaliso (Management) revised his approach to teaching by educating his students on ethics.
Caption This! Best Practices for Live Captioning Presentations Michelle
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Welcome Videos to Build Community
Elizabeth Porto (Business Comm) use of welcome videos also help students learn how to introduce themselves professionally.
A Better Way to Do Peer Review of Writing in Large Classes
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Designing a Class with a Variety of Ways to Participate and Succeed
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Wrapping Up the Semester Strong
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Making the Most of Synchronous and Asynchronous Class Activities to Enhance Student Learning
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.
Building Students’ Disciplinary Reading Skills
Andrew Spracklen (Biology) approach reflects a careful alignment between overall course goals and reading based assignments which illustrates approaches for teaching disciplinary based reading skills.
Reimagining Office Hours as Student Hours
Nick Tooker (Civil & Environmental Engineering) shares how he has found success by offering “Student Hours” that encourage peer-to-peer collaboration and community-building in a neutral location.
Meeting Diverse Students’ Needs Through a UDL-Designed Course
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
The Power of Small Group Work in Large Classes: It Can Work!
Beth Cook (Epidemiology) uses small group activities to facilitate meaningful involvement with course concepts and leverage the benefits of collaborative learning
Facilitating Powerful Discussion-Based Teaching
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Reinforcing Concept Mastery and Building Communication Skills with Oral Exams
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Interactive Peer Instruction in a Large Lecture STEM Course
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Fostering Student Interest, Creativity, and Joy Through Multimedia Projects
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Reading Guides to Help Students Engage with Course Materials
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Contemplative Practices to Deepen Student’s Emotional and Intellectual Engagement
Lena Fletcher (Environmental Conservation), co-leader of the CTL’s Contemplative Pedagogy Group, explains how she uses short meditations in her large classes.
Caption This! Best Practices for Live Captioning Presentations Michelle
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Welcome Videos to Build Community
Elizabeth Porto (Business Comm) use of welcome videos also help students learn how to introduce themselves professionally.
Keeping Students Motivated and Engaged in Large Online Classes
Amanda Woerman (Biology) provides students with a variety of ways to actively participate in large enrollment classes.
Designing a Class with a Variety of Ways to Participate and Succeed
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Making Videos That Students Want to Watch
Sophie Horowitz (Philosophy) shares how she does pre-recorded videos, including a short video with her strategies and tips.
Reducing Student Textbook Costs and Making a Curriculum More Inclusive at the Same Time
Stacy Giufre and Melina Masterson (Italian) used one of the Libraries Open Education Initiative Grants to write a new elementary Italian textbook.
Wrapping Up the Semester Strong
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Using AI for Immediate and Student-Specific Feedback
Julia Feldhaus (German) is working collaboratively with students to develop AI literacy, provide differentiated feedback, and reflect together on the benefits and drawbacks of using Large Language Models in learning.
Flexible assessments in a large enrollment class
Tammy Rahhal (Psychological and Brain Sciences) describes how she incorporates flexible assessment practices into her psychology course.
Building Students’ Disciplinary Reading Skills
Andrew Spracklen (Biology) approach reflects a careful alignment between overall course goals and reading based assignments which illustrates approaches for teaching disciplinary based reading skills.
Meeting Diverse Students’ Needs Through a UDL-Designed Course
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Closing the Loop with Exam Wrappers
Cathal Kearney (Biomedical Engineering) uses exam wrappers as a way to turn an exam into an authentic learning experience for students.
Using Ungrading to Get Students to Think about Their Work
Jason Hooper (Music) shares how he uses an alternative grading approach to encourage risk-taking.
Using Contract Grading to Ease Student Anxiety about Grades
Jennifer Fronc (History) discusses how she uses labor-based contract grading to foster an intellectual community with her students.
Reinforcing Concept Mastery and Building Communication Skills with Oral Exams
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Fostering Student Interest, Creativity, and Joy Through Multimedia Projects
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Reading Guides to Help Students Engage with Course Materials
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Exit Tickets to Check in with Students and Foster Learning
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
Helping Students Engage Meaningfully with the SRTI Process
With a few simple changes, Bogdan Prokopovych (Management) was able to get better feedback about teaching and learning in his course.
Outreach to Students: Connecting and Caring for Student Success
Steve Petsch (Geosciences) shares the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Building a Culture of Academic Integrity
Faced with the problem of students cheating on his exams, Professor Mangaliso (Management) revised his approach to teaching by educating his students on ethics.
A Better Way to Do Peer Review of Writing in Large Classes
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Making the Most of Synchronous and Asynchronous Class Activities to Enhance Student Learning
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.
Addressing Equity and Inclusion in STEM
Michael Baker (Physics) aknowledges that major theories in physics are predominantly associated with white male scientists by bringing it up for student discussion.
Meeting Diverse Students’ Needs Through a UDL-Designed Course
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Building Student Connections with Academic Alert
Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
The Power of Small Group Work in Large Classes: It Can Work!
Beth Cook (Epidemiology) uses small group activities to facilitate meaningful involvement with course concepts and leverage the benefits of collaborative learning
Facilitating Powerful Discussion-Based Teaching
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Creating an Inclusive Learning Environment in STEM courses
To support international students and minoritized students, Siobhan Meï (CICS) creates an inclusive environment in her junior year writing course.
Interactive Peer Instruction in a Large Lecture STEM Course
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Fostering Student Interest, Creativity, and Joy Through Multimedia Projects
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Reading Guides to Help Students Engage with Course Materials
Youngmin Yi (Sociology) explains how she uses reading guides to help students develop a personal relationship to course material.
Contemplative Practices to Deepen Student’s Emotional and Intellectual Engagement
Lena Fletcher (Environmental Conservation), co-leader of the CTL’s Contemplative Pedagogy Group, explains how she uses short meditations in her large classes.
Exit Tickets to Check in with Students and Foster Learning
Hyeyoung Park (Nursing) shares how exit tickets provides her with important feedback from her students.
Outreach to Students: Connecting and Caring for Student Success
Steve Petsch (Geosciences) shares the success he has found in engaging students who may be falling behind in his 200-person General Education course.
Welcome Videos to Build Community
Elizabeth Porto (Business Comm) use of welcome videos also help students learn how to introduce themselves professionally.
Keeping Students Motivated and Engaged in Large Online Classes
Amanda Woerman (Biology) provides students with a variety of ways to actively participate in large enrollment classes.
A Better Way to Do Peer Review of Writing in Large Classes
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Designing a Class with a Variety of Ways to Participate and Succeed
Memnun Seven (Nursing) shares how she adopted a "flipped" form of instruction and her approach to the planning, design, and teaching this way.
Making Videos That Students Want to Watch
Sophie Horowitz (Philosophy) shares how she does pre-recorded videos, including a short video with her strategies and tips.
Wrapping Up the Semester Strong
Brokk Toggerson (Physics) thoughtfully ends his courses each semester by returning to his essential questions and prompting student reflection
Making the Most of Synchronous and Asynchronous Class Activities to Enhance Student Learning
Luiz Amaral (Portuguese and Brazilian studies) teaches dynamic language classes with lots of opportunities to try out language skills.
Reimagining Office Hours as Student Hours
Nick Tooker (Civil & Environmental Engineering) shares how he has found success by offering “Student Hours” that encourage peer-to-peer collaboration and community-building in a neutral location.
Addressing Equity and Inclusion in STEM
Michael Baker (Physics) aknowledges that major theories in physics are predominantly associated with white male scientists by bringing it up for student discussion.
Meeting Diverse Students’ Needs Through a UDL-Designed Course
Ashley Woodman (Psychological and Brain Sciences) uses Universal Design for Learning to create multiple pathways for students to engage.
Building Student Connections with Academic Alert
Nathalie Lavoie (Resource Economics) shares her experience with Academic Alert, a way to connect with students and provide them with resources.
Facilitating Powerful Discussion-Based Teaching
Rachel Mordecai (English) leverages discussion-based teaching techniques to enhance students' critical thinking and to foster an inclusive environment.
Creating an Inclusive Learning Environment in STEM courses
To support international students and minoritized students, Siobhan Meï (CICS) creates an inclusive environment in her junior year writing course.
Reinforcing Concept Mastery and Building Communication Skills with Oral Exams
Stephanie Padilla (Biology) uses oral exams to encourage deeper learning and better retention of course material.
Interactive Peer Instruction in a Large Lecture STEM Course
Rachid Skouta (Chemistry and Biology) uses iClicker questions for interactive peer instruction in his large classes with up to 300 students.
Fostering Student Interest, Creativity, and Joy Through Multimedia Projects
Elizabeth Jakob (Biology) replaced exam-based assessment with creative, multimodal student projects to foster creativity.
Caption This! Best Practices for Live Captioning Presentations Michelle
Michele Cooke (Geosciences) demonstrates the effectiveness of strategies that use A.I. based auto-captioning tools to greatly improve live presentation accessibility.
Welcome Videos to Build Community
Elizabeth Porto (Business Comm) use of welcome videos also help students learn how to introduce themselves professionally.
A Better Way to Do Peer Review of Writing in Large Classes
Lauren McCarthy (Legal Studies) uses online tools to manage the peer review process with unexpected benefits.
Reducing Student Textbook Costs and Making a Curriculum More Inclusive at the Same Time
Stacy Giufre and Melina Masterson (Italian) used one of the Libraries Open Education Initiative Grants to write a new elementary Italian textbook.