Group items tagged engagement - Center for Innovative Pedagogy

Keeping Introverts in Mind in Your Active Learning Classroom | Faculty Focus - 1 views

www.facultyfocus.com/...your-active-learning-classroom

participation engagement active_learning

shared by Jason Bennett on 14 Nov 13 - No Cached

Jason Bennett on 14 Nov 13

Active learning in the classroom can increase student engagement and improve learning outcomes but how can instructors be sure to include introverts in an environment that tends to favor extroverts? The article outlines a framework for thinking about engaging all learners without leaving introverts behind and details some simple techniques for doing so.

<div class="cArrow"> </div><div class="cContentInner">Active learning in the classroom can increase student engagement and improve learning outcomes but how can instructors be sure to include introverts in an environment that tends to favor extroverts? The article outlines a framework for thinking about engaging all learners without leaving introverts behind and details some simple techniques for doing so. </div>

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Thought Experiment - AAUP session centers on engaging pedagogical technique - 0 views

www.insidehighered.com/...engaging-pedagogical-technique

active_learning philosophy

shared by Joe Murphy on 17 Jun 14 - No Cached

Joe Murphy on 17 Jun 14

A report of a conference session in which a philosophy professor at John Carroll University presented her use of thought experiments as a signature pedagogy in her classes. (Also note the use of flipped classroom approaches to make the class time for the students to engage in the thought experiments.)

<div class="cArrow"> </div><div class="cContentInner">A report of a conference session in which a philosophy professor at John Carroll University presented her use of thought experiments as a signature pedagogy in her classes. (Also note the use of flipped classroom approaches to make the class time for the students to engage in the thought experiments.)</div>

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Civic Engagement: Connect the Gifts and Needs of Students and the Community - 0 views

glcateachlearn.org/...-of-students-and-the-community

community-engaged_learning

shared by Joe Murphy on 25 Oct 17 - No Cached

Joe Murphy on 25 Oct 17

A group of faculty at the 2017 GLCA Rubrics for Liberal Arts Learning provide a framework for designing and assessing civic engagement projects.

<div class="cArrow"> </div><div class="cContentInner">A group of faculty at the 2017 GLCA Rubrics for Liberal Arts Learning provide a framework for designing and assessing civic engagement projects.</div>

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You won't believe how this college prof clickbaited students. Or what happened next. - 0 views

www.washingtonpost.com/...students-or-what-happened-next

syllabi humor

shared by Joe Murphy on 06 Sep 16 - No Cached

Joe Murphy on 06 Sep 16

Could a clickbait writing style get students more "engaged" with your syllabus? The answer will shock you. (Or at least slightly amuse you.)

<div class="cArrow"> </div><div class="cContentInner">Could a clickbait writing style get students more "engaged" with your syllabus? The answer will shock you. (Or at least slightly amuse you.)</div>

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The Flipped Classroom Unplugged: Three Tech-Free Strategies for Engaging Students - 0 views

www.facultyfocus.com/...e-strategies-engaging-students

flipped_classroom engagement active_learning

shared by Joe Murphy on 29 Sep 16 - No Cached

Joe Murphy on 29 Sep 16

Three good suggestions for classroom activities which get groups of students interacting deeply with course content. Notice how these would work whether your "flipped" classroom relies on videos or more traditional out-of-class reading.

<div class="cArrow"> </div><div class="cContentInner">Three good suggestions for classroom activities which get groups of students interacting deeply with course content. Notice how these would work whether your "flipped" classroom relies on videos or more traditional out-of-class reading.</div>

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Writing Past the "Good Grade": Authorship, Empathy, and Community-Engaged Classes - 1 views

glcateachlearn.org/...-and-community-engaged-classes

community-engaged_learning writing

shared by Joe Murphy on 02 Nov 16 - No Cached

Joe Murphy on 02 Nov 16

In this article from the new GLCA Consortium for Teaching and Learning, Crystal Benedicks of Wabash College looks at the way that students come to understand the writing process more deeply in community-engaged learning classes.

<div class="cArrow"> </div><div class="cContentInner">In this article from the new GLCA Consortium for Teaching and Learning, Crystal Benedicks of Wabash College looks at the way that students come to understand the writing process more deeply in community-engaged learning classes. </div>

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Stop Blaming Students for Your Listless Classroom - 0 views

chronicle.com/...149067

games collaboration competition engagement motivation play

shared by Joe Murphy on 30 Sep 14 - No Cached

Joe Murphy on 30 Sep 14

A review of the book "Minds On Fire", which discusses "subversive play" as an engaging pedagogy. Part 3 in a series on the "Reacting to the Past" series of "role-immersion" games; the other 2 entries are linked from this one.

<div class="cArrow"> </div><div class="cContentInner">A review of the book "Minds On Fire", which discusses "subversive play" as an engaging pedagogy. Part 3 in a series on the "Reacting to the Past" series of "role-immersion" games; the other 2 entries are linked from this one.</div>

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Student Voice as a Delivery Method - 0 views

scholarlyteacher.com/...ent-voice-as-a-delivery-method

students presentations peer_instruction

shared by Joe Murphy on 16 Oct 14 - No Cached

Joe Murphy on 16 Oct 14

The author argues for thinking of students as a vehicle for communicating core course content (not just the related material which is most often covered in student presentations). He has two reasons - student presenters do not have "expert blind spots", and peer-to-peer interaction has a differently engaging dynamic.

<div class="cArrow"> </div><div class="cContentInner">The author argues for thinking of students as a vehicle for communicating core course content (not just the related material which is most often covered in student presentations). He has two reasons - student presenters do not have "expert blind spots", and peer-to-peer interaction has a differently engaging dynamic.</div>

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Joe Murphy on 16 Oct 14

The author argues for thinking of students as a vehicle for communicating core course content (not just the related material which is most often covered in student presentations). He has two reasons - student presenters do not have "expert blind spots", and peer-to-peer interaction has a differently engaging dynamic.

<div class="cArrow"> </div><div class="cContentInner">The author argues for thinking of students as a vehicle for communicating core course content (not just the related material which is most often covered in student presentations). He has two reasons - student presenters do not have "expert blind spots", and peer-to-peer interaction has a differently engaging dynamic.</div>

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Using the Community of Practice Framework to Develop a More Inclusive Classroom - 1 views

glcateachlearn.org/...lop-a-more-inclusive-classroom

classroom_dynamic diversity engagement

shared by Joe Murphy on 26 Sep 18 - No Cached

Joe Murphy on 26 Sep 18

How do joint enterprise, mutual engagement and shared repertoire play out in your classes? (This is from the GLCA/GLAA Center for Teaching and Learning, which solicits your contributions.)

<div class="cArrow"> </div><div class="cContentInner">How do joint enterprise, mutual engagement and shared repertoire play out in your classes? (This is from the GLCA/GLAA Center for Teaching and Learning, which solicits your contributions.)</div>

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Plagiarism Self-Test - 1 views

abacus.bates.edu/...index.html

academic_honesty tutorial

shared by Joe Murphy on 20 Mar 13 - No Cached

Joe Murphy on 20 Mar 13

This tutorial from the Colby, Bates, and Bowdoin consortium walks through academic honesty issues in a way which might be more engaging (and more detailed) than a short policy statement could be. Part of a larger "plagiarism resource site."

<div class="cArrow"> </div><div class="cContentInner">This tutorial from the Colby, Bates, and Bowdoin consortium walks through academic honesty issues in a way which might be more engaging (and more detailed) than a short policy statement could be. Part of a larger "plagiarism resource site."</div>

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Civic Engagement (Teaching, Learning, and Everything Else) - 0 views

cat.xula.edu/...conversation-27

community-engaged_learning community podcast

shared by Joe Murphy on 04 Feb 15 - No Cached

Joe Murphy on 04 Feb 15

An excellent episode of the "Teaching, Learning, and Everything Else" podcast on civic engagement and service learning, reflecting on experiences at Drew University and Xavier University of Louisiana.

<div class="cArrow"> </div><div class="cContentInner">An excellent episode of the "Teaching, Learning, and Everything Else" podcast on civic engagement and service learning, reflecting on experiences at Drew University and Xavier University of Louisiana.</div>

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What Classics Professors Can Teach the Rest of Us - 0 views

chronicle.com/...237129

classics high_school

shared by Joe Murphy on 18 Jul 16 - No Cached

Joe Murphy on 18 Jul 16

The author argues that classics professors in higher ed are very productively engaged with their high school counterparts. Can that model be spread to other disciplines?

<div class="cArrow"> </div><div class="cContentInner">The author argues that classics professors in higher ed are very productively engaged with their high school counterparts. Can that model be spread to other disciplines?</div>

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A Moonshot Approach to Change in Higher Education: Creativity, Innovation, and the Rede... - 0 views

www.aacu.org/...cavagnaro

students interdisciplinarity

shared by Joe Murphy on 27 Jun 16 - No Cached

Joe Murphy on 27 Jun 16

The authors describe ways in which design thinking gives students a chance to practice interdisciplinarity and engage with big questions. What if students were encouraged to bring those skills to bear on campus issues?

<div class="cArrow"> </div><div class="cContentInner">The authors describe ways in which design thinking gives students a chance to practice interdisciplinarity and engage with big questions. What if students were encouraged to bring those skills to bear on campus issues?</div>

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To Help Students Learn, Engage the Emotions - 0 views

well.blogs.nytimes.com/...ents-learn-engage-the-emotions

classroom_dynamic

shared by Joe Murphy on 25 Jun 16 - No Cached

Joe Murphy on 25 Jun 16

We spend a lot of time thinking about how to make course material "interesting" - what if we spent some of that time looking for ways to make it "affective"?

<div class="cArrow"> </div><div class="cContentInner">We spend a lot of time thinking about how to make course material "interesting" - what if we spent some of that time looking for ways to make it "affective"?</div>

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Screencasting to Engage Learning (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...screencasting-engage-learning

screencast flipped_classroom blended_learning

shared by Jason Bennett on 25 Feb 14 - No Cached

Jason Bennett on 25 Feb 14

A well-done overview of screencasting that covers the pedagogical benefits of screencasts, strategies for using them effectively, a review of tools and techniques for producing them and useful links for further reading.

<div class="cArrow"> </div><div class="cContentInner">A well-done overview of screencasting that covers the pedagogical benefits of screencasts, strategies for using them effectively, a review of tools and techniques for producing them and useful links for further reading. </div>

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Modeling Civility and Use of Evidence in the Classroom - 0 views

chronicle.com/...23980

discussion writing civility

shared by Joe Murphy on 03 Nov 14 - No Cached

Joe Murphy on 03 Nov 14

What exercises do you use to help students develop their abilities to engage points of view with which they may not agree?

<div class="cArrow"> </div><div class="cContentInner">What exercises do you use to help students develop their abilities to engage points of view with which they may not agree?</div>

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Ten Tips for More Efficient and Effective Grading Practices - 0 views

www.facultyfocus.com/...ps-efficient-effective-grading

grading

shared by Joe Murphy on 02 Feb 15 - No Cached

Joe Murphy on 02 Feb 15

Everyone's looking for a way to make grading more efficient without sacrificing effectiveness. Most of these tips boil down to finding ways to make feedback engaging, usually by focusing on things the student can do to improve (in a rewrite or on the next assignment).

<div class="cArrow"> </div><div class="cContentInner">Everyone's looking for a way to make grading more efficient without sacrificing effectiveness. Most of these tips boil down to finding ways to make feedback engaging, usually by focusing on things the student can do to improve (in a rewrite or on the next assignment).</div>

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ILiADS- the Institute for Liberal Arts Digital Scholarship - 0 views

iliads.org

conference digital_liberal_arts

shared by Joe Murphy on 18 Nov 14 - No Cached

Joe Murphy on 18 Nov 14

In the summer of 2015, from July 26 to August 2, a partnership of 23 liberal arts institutions will host ILiADS, the Institute for Liberal Arts Digital Scholarship, at Hamilton College in Clinton, New York. ILiADS offers participants two ways to engage the community of liberal arts practitioners and pedagogues: a team- and project-based approach and a more traditional conference structure.

<div class="cArrow"> </div><div class="cContentInner">In the summer of 2015, from July 26 to August 2, a partnership of 23 liberal arts institutions will host ILiADS, the Institute for Liberal Arts Digital Scholarship, at Hamilton College in Clinton, New York. ILiADS offers participants two ways to engage the community of liberal arts practitioners and pedagogues: a team- and project-based approach and a more traditional conference structure.</div>

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Slowing Down to Learn: Mindful Pauses That Can Help Student Engagement | MindShift - 1 views

blogs.kqed.org/...at-can-help-student-engagement

classroom_dynamic mindfulness course_mechanics discussion

shared by Joe Murphy on 18 Feb 15 - No Cached

Joe Murphy on 18 Feb 15

In a hyperactive age and an academic culture which tends to reward quick thinking, how can we model the process of slowing down to notice details and let ideas form? Most faculty are aware of the importance of not always calling on the most eager students; this article suggests 7 other kinds of pauses which you could introduce in your classes to give students room to mull over the topic.

<div class="cArrow"> </div><div class="cContentInner">In a hyperactive age and an academic culture which tends to reward quick thinking, how can we model the process of slowing down to notice details and let ideas form? Most faculty are aware of the importance of not always calling on the most eager students; this article suggests 7 other kinds of pauses which you could introduce in your classes to give students room to mull over the topic.</div>

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Steps Toward a Big Idea Syllabus - 0 views

myteachingnotebook.com/...rethinking-the-syllabus

syllabi course_design

shared by Joe Murphy on 05 Jan 16 - No Cached

Joe Murphy on 05 Jan 16

Michael Wesch describes his steps in redesigning a course syllabus to make the Big Ideas of the course more obvious (and engaging) to students. I was particularly taken by the typographical element of putting the Big Ideas in his handwriting and the day-by-day details in type.

<div class="cArrow"> </div><div class="cContentInner">Michael Wesch describes his steps in redesigning a course syllabus to make the Big Ideas of the course more obvious (and engaging) to students. I was particularly taken by the typographical element of putting the Big Ideas in his handwriting and the day-by-day details in type.</div>

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