By Robert Shields Susan Blum’s book Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) has been both
4 WAYS TO TRY UNGRADING IN YOUR COURSE
Category: Course Design
When Courses become (Text)Book Clubs
By Ted Murcray What is a (Text)Book Club? You grab the syllabus, update the due dates, and you are ready
How do you distinguish between spoon-feeding and student support?
by Kenneth Nehrbass Whenever the term “spoon-feeding” shows up in popular media, it is either used to insult students or
Questioning Types: Aren’t all questions the same?
By Ted Murcray
Often instructors are concerned with the way students interact with the material in class. They worry that students will not participate robustly in class
Does there need to be a graded assignment in every module?
By Kenneth Nehrbass You’ve heard “Every objective needs to be assessed.” But sometimes professors have many objectives throughout a course–
Mapping Student Engagement: Four types of engagement found in any form of course delivery
By Kenneth Nehrbass
This article challenges the notion that face-to-face instruction is not squarely located in the “Active” quadrant, with online instruction relegated far
Helping students choose up-to-date academic sources
By Kenneth Nehrbass
Professors often specify in their rubrics for term papers and presentations that the cited sources should be current and scholarly. And of course, they try to model this selectivity by assigning readings
Teaching as Scholarship: Your teaching load has been developing your research skills
By Ted Murcray
At a “teaching institution,” it is easy to get heavily involved in teaching classes and move away from a scholarly identity. Faculty members sometimes see themselves as teachers first,