Past LTC Programming

Over the years, the LTC has hosted numerous lunches and workshops on writing instruction, grading strategies, and addressing gaps in students’ academic skills, all of which have recently been re-organized on the LTC website by former LTC Director Victoria Morse.  I’m linking just a few recent sessions below, but it’s well worth spending some time exploring the LTC archive to see what’s available.

Just in Time Learning – Using Linked-In Learning to Provide Students with Curated Skill Training (Feb 8, 2023)

Being a Multilingual Writer at Carleton (Oct 4, 2022)

Building Trust in the Classroom (Sept 20, 2022)

Learning Strategies for Students Who Struggle with Focus on Deep Work (April 19, 2022)

Meaningful and Manageable Assessment (Feb 15, 2022)

Best Practices for Supporting Students in Carleton’s Larger Classes (Feb 23, 2021)

Course and Assignment Design Resources:

LTC Page on Course Design: Beyond the specific topics addressed above, this page from the LTC collects a variety of resources on course and assignment design, with a particular emphasis on accessibility and equity.

Transparency in Learning and Teaching (TILT): TILT is an ongoing faculty development project based out of the University of Illinois-Champlain that emphasizes making course policies and assignments transparent and accessible to students who may have minimal knowledge of higher education culture in the United States.  The page linked here describes multiple techniques for making your assignments and grading policies more transparent to all students.

Universal Design for Learning (UDL): UDL is an approach to designing your course and learning materials in ways that make them accessible to all learners.  Though many of the principles of UDL were developed to accommodate students with disabilities, they often benefit non-disabled students as well (hence the “universal” moniker), and applying them can help you as an instructor think critically about the ways different kinds of learners might navigate your course. The page linked above is hosted by Carleton ITS.

Resources for Students

Q-Cards (Writing Center): This handout was developed by the Carleton Writing Center to help students think about how to ask for the help they need when they sit down with writing tutors.  If you plan to connect students with the Writing Center, we strongly encourage you to give them a copy of this handout before they go.  Beyond that, they can also serve as a handy guide to get students thinking about how to ask you for help.  You might even consider developing a version of your own, to help students understand when and how you can assist them in their work for your course.

Student Support Services: Student Life maintains a fairly comprehensive archive of the support services available to students, which is linked here.

Description of Writing Courses (WAC): This is a quick breakdown of the two ENGL courses that are specifically designed to teach academic writing skills, which can help interested students decide which one is most appropriate for them.

Understanding Plagiarism: This site, written and maintained by the WAC Program, is designed to help students understand the basic principles behind originality and plagiarism in academia and consider how those principles apply to different real-world situations, from writing code to using AI tools. Though it’s written for students, it’s probably safe to assume that almost no students will actually read any of the content on this site unless they’re told to do so by an instructor or advisor. So, we strongly encourage faculty to read this site as well and to consider assigning any portions that are relevant to the work in your classes, especially in lower-division courses.