In the “Inclusive Syllabus Tune Up” Learning By Design Studio colleagues will evaluate three inclusive syllabus tools for utility in your own teaching and apply one to an existing syllabus […]
Recent learning science suggests that not only is the idea of a set learning “style” a myth, but that all learners retain and utilize information more effectively when exposed to […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
