Supporting Teaching, Learning, and Technology in the College of Letters and Science
Created by Laura Schmidli and edited by Maria Widmer. Many instructors have collected a final paper or project, only to be disappointed that students missed the mark. This can stem from the gap between a complex prompt and students’ ability to organize the work and learning required. Breaking down complex tasks and providing temporary support …
Created by Molly Harris and edited by Laura Schmidli. You may have heard a college student refer to their experiences outside the classroom as “real life.” How can we dispel the impression that what happens in the classroom is somehow disconnected from students’ lives? How can we make our courses more “real” to students? And …
L&S undergraduate students share stories about what makes an assignment spark curiosity, how interdisciplinary learning brings value to their lives, and why they love a challenging course.
Mike Wagner shares how he uses assignments and group projects to engage students in issues relevant to their lives, while building students’ practical skills.
This mini episode features two real-world questions from L&S instructors. We discuss a practical tool for scheduling office hours on demand and a recommendation for weekly assignments in Canvas.
Created by Laura Schmidli and edited by Jonathan Klein and Molly Harris. As generative artificial intelligence (Gen AI) continues to become more sophisticated and ubiquitous, the utility of Gen AI tools, perspectives about their use, and cultural acceptance of them will continue to change. This landscape of larger societal change will continue to inform our …
Sam Pazicni shares how his background in music performance and the Science Practices from the Next Generation Science Standards have influenced his approach to creating authentic, equitable assessment.
Emily Hall and Angela Zito share insights into crafting inclusive writing assignments, fostering belonging through writing, and teaching writing in the age of AI.
Created by Laura Schmidli and edited by Jonathan Klein. Imagine a student attends your office hours and expresses frustration at performing poorly on an exam – despite hours of preparation. One way to troubleshoot with the student is to focus on the quality, rather than duration, of their preparation. What did they do to prepare? …
See tips for making your Assignments in Canvas and your grading process more transparent to students. Clear expectations and processes help students understand how to do well in your course.
See recommendations, frameworks, and examples for how to write clear program, course, or learning goals.
If you award extra credit to students, it is important to plan your overall Canvas grading structure to account for this early in the semester. See three ways to set up your Canvas course to award extra credit.