Center for Innovative Pedagogy

A summary of faculty responses to a survey on lecture capture technology in face-to-face classrooms.

This case study shows how blogs can be used to diversify writing assignments and scaffold student learning.

Proponents of OER (open educational resources) and open pedagogy respond to some common concerns.

I was struck by the role of assumptions about collaboration and academic honesty in this piece.

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.

Clara Román-Odio's reflections on her project Latinos in Rural America is the article of the week at the GLCA Consortium for Teaching and Learning website.

This article breaks down employers' complaints about "skills gaps" in college graduates, begins to draw some boundaries between the complaints that are relevant to higher education and those that are not, and offers some suggestions for helping liberal arts students to demonstrate the broader skills they have developed in the classroom over the course of their education.

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

A diverse group of students from several Portland students joined together in a community problem solving initiative. Here, they share some of their experiences and the factors that helped them to succeed.

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.

"...how are we supposed to prepare students to be lifelong learners if we don't teach them how to embrace imperfection?" And by "teach them", the authors mean "model for them."

Universal design for learning includes "thinking about what has to happen at the level of (course) design that makes accommodation less necessary." The article has some interesting things to say about the affective level of "requests for accommodation."

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

Lots to think about in the difference between the labels of "gifted students" and "bright adults" (and perhaps most importantly, the reminder to think about the needs of individual people).

Richard Detweiler's study correlates students' classroom experiences with their lifelong achievement of mission goals of liberal arts colleges.

Francis Su's examples from this address are all specific to the field of mathematics, but his threads of play, beauty, and truth seem to apply to all fields, and his challenges about justice and love clearly apply to the entire educational endeavor.

"Maturity" is a complex topic in brain development. I liked the claim in the original article that "most neuroscientists are typically focused on the "journey"... more than when a brain reaches a particular "destination."" If parts of the brain are still maturing at 30, what does that imply about education?

Good points about successful strategies for writing-intensive classes, from the president of the National Council of Teachers of English.

On this podcast, Saundra McGuire discusses the ways she's seen student achievement improve by working lessons in study skills into her classes. Are there basic (or basic-seeming) learning skills you'll be encouraging your students to use this semester?

Like Anastasia Salter, I love making resolutions, and am resolutely bad at keeping them. I think her focus here makes a lot of sense, choosing habits which will be sustainable and support a sense of balance.