Building the skill of class participation
Class participation fosters student learning and is an important element of many courses. Therefore, faculty often include class participation as one element that contributes to the grade a student receives…
Teaching with census data
Last week’s LTC lunch brought together faculty and staff from many different departments and offices to consider the many ways in which the census provides opportunities to teach students about…
A glimpse into a teaching circle
Kim Huynh (Chemistry), Andrea Mazzariello (Music), Ryan Terrien (Physics & Astronomy), and Paul Petzschmann (European Studies) participated in a teaching circle this past fall. They created a podcast that provides a glimpse into their experience.
Three steps towards making your classroom more accessible
As faculty continue to consider how to make classrooms more inclusive, one area of discussion has been approaches to make our classrooms more welcoming for students with disabilities. In the…
Meditation and mindfulness
Mental health is a widespread topic of conversation on campus. Often our focus is on student wellness, but faculty and staff also benefit from developing healthy practices. One program offered…
Connecting with Art Exhibitions and Artist Residencies Across the Curriculum
The November 12th LTC session provided some excellent examples of how faculty can make use of exhibitions or artist residencies to bring new dimensions of teaching and learning to their…
Feedback and assessment in collaborative projects with students
Last week, Matt Whited (chemistry), Susannah Ottaway (history), and Ellen Iverson and Kristin O’Connell (both of SERC) presented at an engaging LTC session that explored strategies for communicating expectations, assessing…
Teaching Toolbox: Coaching Students on Collaboration
Carleton faculty members often encourage students to collaborate with each other in many different ways: Informal opportunities to work together on class-related activities outside of class time, Assigned group work…
Feelings of learning in active learning versus lecture settings
Earlier this month, the article “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom,” in PNAS, garnered a lot of buzz. In a…
Information literacy in the age of disinformation
Recently, Serena Zabin, professor of history, brought to my attention the Washington Post piece by Karin Wulf titled, “Could footnotes be the key to winning the disinformation wars?” After spending…
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