by Matt Forsythe “But I don’t care how my students feel about an assignment.” Last year, when our signature working
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Alternatives to the Annotated Bibliography
by Susan Montgomery During the spring 2020, I recruited colleagues to participate in a Signature Working Group funded by Rollins’s
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Proceedings from the Holt Virtual Symposium on Teaching & Learning
Friday, January 15, 2021 Opening Plenary: Adult Learners: The New Majority Plenary Presentation:“Holt’s Adult Student: The New Majority” by Rob
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Students as Partners in Course Redesign: Three Reflections
by Amy Armenia, Emily Curran, & Alex Hill The authors of this blog post are reflecting on their faculty-student partnership
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Planning Our Distinctive Learning Experiences
by Nancy Chick The ACE Framework provided by Plymouth State University’s Open Learning & Teaching Lab gives us a path
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Distinctive Learning Experiences:
Can we identify the signature pedagogies of residential liberal arts institutions?
by Nancy Chick, Kent Andersen, Stephanie Rolph,Betsy Sandlin, & Linda Boland This spring’s abrupt shift to remote instruction is forcing
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Pedagogies of Small Residential Liberal Arts College
by Nancy Chick I’m fascinated by pedagogy. Not so much the practices and skills that make up teaching, but more
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Assignments for COVID-Relevance Fatigue
by Rachel Newcomb There are a lot of wonderful ideas circulating about how to make the COVID-19 pandemic part of
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Understanding Today’s Students
Originally, I set out to write a few paragraphs in an email responding to colleagues’ comments about struggling to understand
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Understanding Theory through Gallery Walks
by Amy Armenia My theory class is centered around four big questions of sociological theory (e.g., “What is the character
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