Research led by Mary-Ann Winkelmes suggests that even small tweaks at the assignment level that include the task, purpose, and criteria of a project can have a significant positive impact on learning. In this Learning by Design (LBD) Studio we’ll review the research on the success of using the TILT framework, become familiar with the […]
Navigating copyright law and fair use can be a challenge in both teaching and researching. This brief Learning by Design (LBD) Studio quickly introduces copyright and fair use. It also describes resources available through the Furman Libraries to navigate these issues. All LBD Studios are available on-demand through the FDC Commons Moodle site. Please email us (fdc@furman.edu) if you do […]
Are you interested in incorporating more open access materials into your courses, but you’re not sure where to start? This brief Learning by Design (LBD) Studio provides an overview of Open Access, Creative Commons, Open Educational Resources, and describes resources available through the Furman Libraries. All LBD Studios are available on-demand through the FDC Commons […]
Specifications, or “specs” grading is based on clearly defined learning outcomes and self-selected course bundles, satisfactory-unsatisfactory grading with no partial credit, and multiple opportunities for students to demonstrate proficiency. This Learning by Design (LBD) studio provides a basic overview of specs grading pedagogy and practice. All LBD Studios are available on-demand through the FDC Commons […]
Understanding that all learners are cultural beings, culturally relevant/responsive pedagogy is an asset-based approach to teaching that harnesses students’ cultural identities and lived experiences as tools for student-centered instruction. This Learning by Design (LBD) studio introduces the premise of culturally responsive pedagogy, briefly reviews a case study where the practice guided the selection of material […]
Colleagues are rightfully concerned about the long-term cognitive and social effects of COVID, especially on long-term learning and motivation. Deci/Ryan's Self Determination Theory (SDT 1985) argues that intrinsic motivation includes 3 components: autonomy, competence, and relatedness. Further, they contend that we don’t motivate students to achieve—we create learning environments in which they motivate themselves to […]
In a recent FDC Reading Circle colleagues explored Joe Feldman’s controversial Grading for Equity, which calls into question long-held pedagogical practices. The book takes readers on a compelling journey to evaluate inconsistent grading practices and illuminate how some of our most common practices may be perpetuating achievement and opportunity gaps. In this Learning by Design (LBD) Studio, we share […]
As prominent as grading is for anyone who teaches, the conventional practices we employ for this purpose like calculating average scores, using a 100-point scale, and providing extra credit opportunities are often taken for granted as effective strategies to accurately evaluate student learning. In this Learning by Design (LBD) Studio, we share insight from the […]
We will use an adapted formulation of the reduce/reuse/recycle framework to identify strategies for actually protecting the protected time on our schedules, especially when unexpected student, family, or self-care needs arise. Borrowing from Berg & Seeber’s The Slow Professor, we will interrogate “timelessness tips” for re-claiming our time and reframing how we think about spending […]
While some of our common conventional grading practices perpetuate inequitable and ineffective strategies to assess learning, what options foster more equitable outcomes? How might we more fairly evaluate group and individual learning, account for late or incorrect work, and deal with integrity violations using these practices? In this Learning by Design (LBD) Studio, we draw […]
Developing a consistent writing practice can be challenging given the many roles and responsibilities we take up as faculty and academic staff. In this Learning By Design video, based on Helen Sword’s Writing with Pleasure, we will unlock novel ways to positively reframe your relativity to writing and tap into its joys. We’ll review research […]
Making the grading load manageable for writing assignments begins with designing writing assignments that convey clear writing goals to students. This Learning by Design (LBD) Studio outlines assignment and assessment design steps geared toward reducing the overall time spent grading writing so that you can increase time spent on other pedagogical endeavors. All LBD Studios […]
