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October 2024

Grading and Feedback

Start Strong: An Omnibus of Advice for Those Starting (and Continuing) College
Giving Students a Voice in Online Classes

October 7, 2024 | By Rebecca A. Glazier

Student Questionnaires to Foster Teaching Presence
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Last Month’s Articles

This semester I am teaching an undergraduate biology course on biofeedback, self-regulation, and intergenerational resilience. One of the books we read is Robert M. Sapolsky's Why Zebras Don't

The Hyflex teaching model has been a polarizing concept since Brian Beatty introduced it at San Francisco State University. On the one hand, it offers students the flexibility
It is the first day of the semester in a junior-level preservice teacher course, and 40 students sleepily shuffle in and choose spots at a table with their
We often think of learning in individualistic terms. The student cognizes in their brain and performs some solitary task to demonstrate learning. For this work, they receive an
It’s hard to determine just how well students understand the concepts we teach. Our usual criterion for understanding is that students give a correct answer on an exam,
A common faculty complaint is that students do not read their feedback. This is usually chalked up to laziness or disinterest in learning. But neither explanation has ever
“Are those handouts for us?” my student asked, gesturing toward the copies of Shakespeare’s Sonnet 29 that I’d carried into class. “Nope,” I replied. “They’re for the Brit
An abundance of literature exists indicating that students are disengaged, unmotivated, and potentially downright bored in classes. Part of this disengagement may come from the seemingly unending essays
Gamification has been shown to improve student learning (Brull, 2016), and one of the best apps for facilitating gamification in the classroom is Mural, an online collaborative whiteboard

“Feedback must become a basic component of course design. Since grading drains the teacher’s time to design assignments, monitor results, and make improvements, its importance must be downgraded. Ultimately instructors can best aid the feedback process by designing assignments with clear, relevant objectives, and redesign them in light of students’ learning. That requires sophisticated disciplinary knowledge and knowledge about the biological and psychological processes of learning. All that’s demanding, but the acquisition and correction of such knowledge is the exciting intellectual core of teaching.

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