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There has been a push in education theory lately, and amongst administrators familiar with the area, to make sure that educators act intentionally to be more “culturally responsive” in the way they design their courses, lessons, classrooms, and even pedagogical interactions. In this post, I’ll talk about a couple of things I’ve done via course […]

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Often, especially at the beginning of the semester, it may seem difficult to get students to participate in classroom discussions. Below are some strategies that may help get conversations started: Wait at least 10 seconds before you clarify a question or add a new one. A lot of the time, students do have thoughtful answers […]

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In my experience, there are three kinds of teachers in college: (1) super-committed educators who prepare for courses meticulously and seem baffled that anyone else can go into a classroom without having done 20+ hours of prep, (2) educational minimalists who seemingly start thinking about the day’s material 10 – 15 minutes before class begins, […]

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Learning about Your Students

At the start of the semester, we give our students a lot of information to help them succeed in our courses.  We distribute and explain syllabi, we introduce ourselves and our academic backgrounds, we share helpful outside resources with our students, and many of us distribute tips for success in the course.  But communication at […]

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Once the semester has ended and you have had time to rest and recover, go back to any notes you have made throughout the semester, as well as student comments on the course. Make sure to make any necessary changes to assignments or other documents as soon as possible so you don’t forget to do […]

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Adapted from the Kaneb Center workshop titled “Building Better Bookends: Making the Most of the First and Last Days of Your Class”. This workshop was offered by Kristi Rudenga, Assistant Director of the Kaneb Center on November 15, 2017. —————————————————————————————————————————————– “For many, the last day of class comes and goes without ceremony, yet it provides […]

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The following post is by Michael O’Hare, and it was posted on April 6, 2016 on the Berkeley Center for Teaching & Learning website http://teaching.berkeley.edu<http://teaching.berkeley.edu/> . This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License 2013 (may be reproduced with credit for non-commercial purposes.<http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US> Michael O’Hare’s blog: http://www.samefacts.com/ Adapted from “Tomorrow’s-professor” Digest, […]

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With this semester quickly nearing its end, the Thanksgiving weekend offers a moment to reflect:  How have your classes been going lately?  Whatever your answer, you still have time to make some changes to end the semester on a high note. Flip back through your teaching notes. What were your learning goals, and have you […]

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Giving Directed Feedback

The biggest grading mistake I made as a first time TA was to give the kind and amount of feedback that I, as a graduate student, wished I would have been receiving from my professors. I spent hours grading student work, sometimes handwriting twenty thorough comments on a single short essay, only to watch in […]

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This post suggests that the classroom should be considered as a model that students can use to achieve social justice in the world. This is a particularly urgent topic for those teaching at Notre Dame, since socially infused pedagogy is an integral part of its mission statement, which defines social justice in its promise “to […]

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