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A detailed exploration of the role of the accessibility statement on a syllabus, and the impact that its language and placement may have on all the students in the class.

One issue in discussions of college writing is how to incorporate writing practice into STEM courses. Some Kenyon professors in STEM subjects include journal assignments and process descriptions into their courses. Here are some suggestions on similar metacognitive "writing to learn" approaches, including guidelines for feedback to students.

"For years, the term has filled a gap for us. It has functioned rhetorically as a way to contrast evidence-based teaching practices (a much better term, by the way) with more traditional methodologies, but ultimately the wide-ranging utility of this classification is also its drawback."

Terrific example of how research-based teaching practices can be given useful context with a theory of learning.

The Open Access movement encompasses a number of initiatives that encourage more affordable course materials for students, shared resources among teachers, and collaboration among scholars. Here are some simple ways of contributing to Open Access in your research and teaching practices.

Some interesting suggestions here (and in the "Part 2" post) for books on teaching and learning "that provide a new framework, new research, or new ideas on how to develop a strong institutional practice." Anything look interesting for our next book club?

This interview examines ongoing research on distinguishing between different kinds of learning behaviors in students with an eye to getting them the practice they need to recognize concepts in application.

A broad ranging survey of best practices, unlikely successes, and unacknowledged challenges in the critique of student work that stresses the importance of authentic communication that directs both the students and the instructors themselves on how to improve their work.

How would your Moodle page if you thought of it as acting as the students' organizer, or a space for frequent feedback and interleaved practice?