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Lots of faculty members give a "getting to know you" survey on the first day of class. This article gives an interesting frame for that exercise - how will you process and respond to the students?

Special issue of the International Journal of Qualitative Studies in Education focusing on trans* issues in higher education settings. Includes some good articles about access to education and success in college for trans* students.

Suggests some different broad approaches to preparing students for civic engagement--and mentions a few pitfalls to watch out for.

The AAUP has published some guidelines for understanding what is and is not protected classroom speech when addressing political issues and student comments.

"So the solution may be in having a well defined rubric but being able to apply it with discretion and sensitivity to individual learner differences." Rubrics seem to have garnered quite a bit of attention as a teaching and grading tool, and reflecting on their design and appropriate use seems important.

Good mix of practical tips for managing your grading and pedagogical tips for helping students learn to do college-level writing.

Some interesting thoughts here about the differences between "shyness" and "introversion", and the way your classroom participation practices can help or hinder students. Also an interesting reflection on participation in the scholarship of teaching and learning, as the author deals with resistance to her original article.

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"?

This infographic presents a brief selection of questions to stimulate critical thinking in students. It can provide a starting point for discussions of applying the skills of academic inquiry to real world situations or a reference for explaining the value of higher education to non-academics.

This article outlines steps toward developing an ethos and reflective practice of inclusivity in the classroom.

Terrific podcast interview with Bryan Alexander, looking largely at digital literacies and students as creators. Bryan will give a workshop on digital storytelling at Kenyon this summer; contact Joe Murphy for details.

Xtranormal is an online service which creates animated videos based on your script. In this Chronicle article, the author describes using this approach to help students learn to write arguments by assigning the sides to animated characters.

Do you talk to your students about their study habits? Do you structure assignments to lead them into good habits? This Washington Post article summarizes a 2013 study on the effectiveness of 10 commonly used learning techniques. (The original study is linked from the Post article, and available to us free through OhioLINK.)

The author of this opinion urges caution in the rush to MOOC-ify higher education. He touts the benefits of (another version? of a MOOC called) a hybrid online-field course. I think this type of course is tailored for field-based disciplines such as his own (marine biology), but I am sure this could be modified for non-field science disciplines. I am almost positive, though, that such a hybrid course would fail to live up to the largest, most-inclusive (in terms of numbers of students enrolled) meaning of a MOOC.

UC Davis has created a system to issue "digital badges" to certify student growth in a set of seven core intellectual competencies. This system exists along side the degree, major, and course grade, and is designed to act as something similar to an electronic portfolio to presents students' particular accomplishments.

From Jose Bowen's blog: course evaluations tend to focus on the perception of teaching. What if, instead, we focused them on institutional and departmental (and, I'd add, instructor and course) goals for learning?

Flipping the classroom is about more than students watching videos outside of class. It is about taking advantage newly available classroom time to lead students in active and engaging activities for improved learning outcomes. Developing new and effective activities can be a challenge and differs by discipline. This useful article discusses a range of practices at various universities and the offers thoughtful quotes from faculty about the pros and cons of those activities.

Wikipedia provides great opportunities for students to learn about the construction of knowledge while contributing to it by analyzing and writing for the online encyclopedia. Written by a very active contributor to Wikipedia and the scholarship surround its development ,this article provides a very useful and concise introduction for anybody interested in teaching with Wikipedia.

Interview with James Lang, the author of "Cheating Lessons." The soundbyte from the interview might be this: "The fascinating discovery I made in my own research was that the features of a course that do tend to induce cheating were also ones that tend to reduce learning."

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.