Center for Innovative Pedagogy

I'm not entirely sure that a single grand unified theory of learning will be as useful as the author thinks it is, but certainly more familiarity with existing theories of learning and the connections between them can be a powerful tool as we refine courses and curriculum.

The author says "information that is best determined collaboratively with students, should not be prescribed by the professor on day 1." What do you think of his examples?

The concepts of "differential courage" and "courage is contagious" seem like valuable additions to discussions about mindset and "grit."

Google Hangouts is part of our Google Apps suite, but you might want to investigate some of these other platforms as well in preparing for winter weather or other factors which might keep you from campus.

Fascinating example of the creative use of typography to explain complex concepts. The example is about the use of color to connect an equation with its definition, but I can easily imagine the same principle working for maps or conceptual models. (And do read the comments about using appropriate color palettes for the colorblind.)

Along with small group sessions such as the CIP's own GIFT program, faculty are exploring new models of course evaluation and assessment that make use of trained student observers.

Professors and students respond to a New York Times editorial laying out the case for bans on laptops. Among the responses, Justin Martin '19.

A worthy reminder for us and our students at the end of the semester. "Superman still lives on Krypton and the rest of us are just doing our best."

I found two really interesting takes in this article - the idea of different formats (paper vs. electronic documents) for different forms of writing and audiences, and the idea that there's a benefit to not having a delete key on your paper journal.

This article is about high school programs, but I hear college faculty expressing similar concerns about not having been trained to deal with student mental health issues. Should we look into Mental Health First Aid training?

It can't be an accident that this was published just as faculty start staring down big piles of Thanksgiving break grading. The arguments, however, are about how grades serve as limiters on student learning.

A new book offers a strong introduction to digital humanities pedagogy, including both context and concrete potential assignments.

End-of-semester student presentations coming up? Might be worthwhile to share this with your students to help them prepare.

A course at the University of Pennsylvania includes a one-month vow of online and offline silence, to give students a sense of what the monastic life is like.

"It wasn't until a professor assigned a research project that required collective thinking - and actually showed us how much better our work could be with multiple minds put to a task - that I became convinced that collaboration is a fundamental and teachable humanities skill." Danica Savonic describes a project to have essays from her introductory college writing course published in a pedagogy journal.

On the GLCA/GLAA Consortium for Teaching and Learning website, Patrik Hultberg of Kalamazoo College discusses working memory, long-term memory, and cognitive load, as they relate to course design.

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.

Good context for examining the ways that simplistic claims can hinder, rather than foster, evidence-based approaches to teaching and learning.

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

If we want students to be more mindful about digital distractions, they may need intentional training, not shaming or blanket orders.