Moving Forward: Teaching in Uncertain Times

Community Blog on online, hybrid, and F2F teaching during the pandemic

Toward the Failure-Centered Classroom-Part 1

By Melody Kelley, Ph.D. (Assistant Professor, Chemistry, PC) It ended like any other lab session-with students busy rinsing and replacing glassware, packing their belongings, and waving goodbye. I was filled with a sense of self-assurance, ready to pat myself on the back for another day of quality instruction.   Job well done, Dr. Kelley.  Then it…

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Documenting Student Success In and Out of the Classroom

The USG has now included a requirement for faculty evaluations to include documentation on how instructors support student success. You might already be doing this, or if you’re not you are probably doing more in your classes to promote student success than you realize! CETLOE defines student success activities as being evidence-based approaches that promote…

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Help Students Improve their Learning Strategies

by Katy Crowther, PhD (CETLOE Faculty Associate and English, Perimeter College)  For many students, the weeks before Thanksgiving mark the beginning of a lot of intense work preparing for major exams and final projects.  Some students may struggle with how to get started with these large assignments, or start and then find they are disorganized…

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Responding to Failing Students

Jennifer Hall, PhD CETLOE and Department of English According to a study conducted in 2017, only 52% of students feel that 4-year colleges and universities “put students first.” (New America) That number seems surprisingly low to me. Maybe the past two years has changed something about our interaction with students, or maybe we’ve just gotten…

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Project-Based Learning and Building Community Online

At the beginning of this fall semester, I was reminded that during the online experience last year I could see my students’ faces on WebEx. I am having a much harder time remembering names of my students this semester in my in person classes because of their masks. I’m not making an argument against masks…

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The Last Five Minutes of Class: Strategies for Student Learning

By Melissa McLeod, Ph.D. (Department of English) In August, Ashley Holmes posted on engaging students during the first five minutes of class through James Lang’s “small teaching” techniques. I’ve been experimenting with using small teaching during the last five minutes of class to reinforce student learning. I regularly teach a difficult class in the English…

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Maslow Before Bloom: Practicing Compassionate Pedagogy

Although “Maslow Before Bloom” is an expression that I’ve seen used most commonly in the K-12 setting (see this article for example), the concept of “compassionate pedagogy” is not new in Higher Ed. The expression, “Maslow before Bloom” captures the idea — in academic pedagogy speak — that until a student’s basic needs are taken care…

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Doing Research on Your Teaching by Moving Forward to the Past

By Mike Metzler (CETLOE Associate Director for SoTL, Retired Professor of Kinesiology & Health) My part time job in CETLOE is to assist faculty doing research on their teaching and/or their students’ learning. Prior to the changes brought about by the COVID-19 pandemic, the most common research design for faculty was to implement an innovative…

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Successful Community-Building Assignment: Academic Profile

In the Fall 2020 semester, I debuted a new assignment meant to build community in my “blended” English 1102 class. In the “blended” format, students came to class in small cohorts that rotated attendance, so that social distancing could be maintained. English 1102 is the second semester of the year-long composition sequence required by the…

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The First 5 Minutes of Class: Strategies for Engaging Students

by Ashley J. Holmes, PhD, CETLOE and Department of English In his book Small Teaching, James Lang encourages teachers to make small adjustments to their teaching to make our courses more engaging for students and to enhance their learning. Lang tells us that Small Teaching approaches are Brief (5 – 15 minute) interventions into individual learning…

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