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Our discussions about writing often come around to whether students actually read (and internalize) the comments. Sometimes we hear about students not knowing how to turn on Track Changes or the GradeMark panel in Turnitin, so at the most basic level electronic comments do introduce friction for some students. What do you think of the research project proposed here - do students actually approach electronic feedback differently?

Interesting example of games designed to provoke ethical discussions, and an example of how they can be used in class.

This article came up at yesterday's discussion of neurodiversity, as we considered the emotional support needs of our students. It provides a couple of specific examples of language a faculty member can use to help students get the help they need, while still preserving appropriate teacher-student boundaries.

It's fascinating to watch the cross-disciplinary pedagogical discussions at the CIP.

While aimed at younger students, these techniques for reading images and discussing the ways that some images become "iconic" are great prompts for college students as well.

At the GLCA/GLAA Consortium for Teaching and Learning Katy Crossley-Frolick at Denison University discusses her use of a dialogue mapping tool to help students unpack complex concepts.

The syllabus and the first days of class can help set up the classroom dynamic for the entire semester. Here are the strategies one professor uses to set up expectations for her courses, including rules for class discussion.

Universal design for learning ultimately saves labor, and benefits all learners in the class. "So if I take a little more time and effort to make my writing large, legible, and organized on the white board, I am going to help the student with visual impairments - but I'm also going to help everyone in the room take better notes on our discussion. If I take the time to create slides with a minimal amount of text or images - and then encourage students to take their own notes by filling in the examples and ideas from the lecture or discussion - I'm helping everyone push beyond simply copying down lecture notes and regurgitating the course content."

This article suggests some classroom assessment techniques and discussion strategies to get the most out of the introverts in your class. The CIP can consult with faculty about other techniques to suit the variety of students that you encounter.

Bryn Mawr hosts an annual "Community Day of Learning", with programming determined in a highly democratic manner across all areas of the college, to discuss issues of equity and inclusion.

When people's feelings about a discussion topic boil over, how can you guide the conversation back into a zone where deep listening and learning are possible?

How could research on the psychology of cheating impact our discussions about academic honesty?

Now is the right time to engage students in discussion about what is and isn't cheating. Stress and bad scheduling can lead some students to make wrong choices at the end of the semester; a reminder about some of these "grey area" issues might save a lot of heartache later.

Ric Sheffield discusses past and future projects to engage students in learning about racial and ethnic diversity in Knox County, Ohio on the GLCA/GLAA Consortium for Teaching and Learning website.

Lynn Gillette uses a definitional grading system to prioritize meaningful preparation for class. His Class Preparation Assignments (don't call them homework!) help students learn to read disciplinary material, serve as a structure for better note taking, and allow for more discussion and active learning in his classes.

Xavier University of Louisiana uses the "deliberative discussion" framework in a public speaking class to facilitate community conversations about current political issues.

"If you think about the way our educational system is set up, it's this constant cycle of goodbyes." Ed Burger and Jennifer Stayton discuss endings and beginnings, as we pass the end of the academic year and approach graduation.

A useful description of a class survey and steps which can help more students be comfortable with their cameras on more often. The suggested techniques include a discussion of setting norms and addressing distractions, which could be useful for face-to-face classes as well.

A list of resources generated at a faculty discussion at University of Michigan - Dearborn.

This essay specifically discusses the MOOC concept in the context of a small liberal arts college. I have personally heard many of the points raised in this essay in conversations here on the Kenyon campus.