Reconsidering Educational Innovation: Moving Forward Meaningfully
Current approaches to educational innovation can be problematic, particularly if they involve an uncritical adoption of technological tools. But it doesn't have to be this way. We provide a model for sustainable innovation that places students and faculty at the center of the process.
The Metaquestion: A Different Approach to Course Design
Thinking about designing a new course or revising an existing one? In this post I share one the fundamentals of course design that I return to time and again when working with student instructors, seasoned faculty, as well as graduate student enrolled in the CTE's certificate program: the metaquestion.
Meaningful, Moral, and Manageable? The Grading Holy Grail
In December of 2014, I stumbled upon an article by Linda Nilson about something called "specifications grading." I wasn't sure whether or how it would work, but in the spring of 2015, I threw out my traditional script and made yet another attempt to reimagine my grading. And here is what I've learned.
Public Recognition: An Undervalued Incentive for Teaching
Public recognition is an underrated teaching incentive. Here are some ways that centers for teaching and learning might help to increase recognition for the outstanding teaching happening on our campuses.
Is Teaching an Art or a Science?
It's a long-standing debate: is teaching more of an artistic or a scientific endeavor? Or is there another question we should be asking? The CTE enters the fray.
