Center for Teaching and Learning at Otterbein University

Could be a good D&D topic.

Beth Daugerherty (English dep't) and Sue Constable and Carrie Scheckelhoff (both Education dep't) may be interested in this topic. Previously Sue expressed interest in Maryanne Wolf's work and theories in general, and _Proust and the Squid: The Story and Science of the Reading Brain_ in particular.

Good conversation starter/resource

Conversation starter (added to LibGuide)

"Definitions of quality in higher education: A synthesis of the literature"

Good for lit.review, discussion piece, or event lead.

"Using eportfolios to encourage responsible feedback"

Share with faculty, add to LibGuide.

Good event lead!

Good D&D topic or book group lead!

Examples come from MFL departments - could be a good reference for people here. ~G.

Great for a tweet!

Tag line: How teaching English as a foreign language made me a better teacher of everything.

Excerpt: There is a discourse of deficiency around students-what they can't do, how "ill prepared" they are-that gets aired at nearly every faculty meeting. We read it in op-eds online. We hear it in state legislatures and in copier rooms. It is the air we breathe, especially if we teach in community colleges. Certain populations of students are considered more deficient than others. These populations are partitioned by institution type and placement level, rather than by race or class. Community college students and students who have landed in developmental classes are considered the most deficient of all. We blame the high schools they came from and, sometimes implicitly, we blame them.

Posted by Saga Briggs on Sunday, July 26, 2015 · Leave a Comment Last year, the Organisation for Economic Co-operation and Development (OECD) was publicly accused of "killing students' joy for learning." The OECD publishes the Programme for International Student Assessment (PISA), which is an assessment that allows educational performances to be examined on a common measure across 34 countries.

Gerald Nelms explains how student plagiarism is very often less of a cut-and-dry crime than it appears. Research shows that successfully avoiding plagiarism-while also paraphrasing and integrating material from sources-requires complex skills that take time and practice to develop. We can see instances of plagiarism as opportunities to help students learn these skills.

My research on teaching and learning in higher education began when I was hired as a graduate assistant at the Searle Center for Teaching Excellence, at Northwestern University, back in the late 1990s. The center had a large library room with tall bookcases lining one wall and deep filing cabinets against another.