Center for Teaching & Learning

If most of the energy spent on responding to student writing happens at the end of the semester, its impact may be limited. Yet the alternative - multiple drafts of assignments, each with feedback - is often not sustainable. Explore ways to evaluate when feedback and response is possible, with an eye toward creating a rhythm that works. 

This hands-on lab session is a follow-up to, “Introduction to Brightspace Quizzes.” As we dive deeper into the quiz feature, we’ll invite you to experiment with adding and importing question, demonstrate how quiz grading works, and share what feedback looks like from the student perspective. And since we are still learning the Brightspace nuances, we may also problem-solve as a group.

In this workshop we will help you reflect on your teaching and share current research on teaching practices such as Kuh’s High Impact Practices and Universal Design for Learning.

Join colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. RSVPs are appreciated; drop-ins are welcome. Light refreshments provided.

This hands-on lab session is a follow-up to, “Introduction to Brightspace Assignment,” where you can take part in step-by-step activities in your sandboxes and ask questions. We’ll invite you to experiment with adding assignments and to see how grading works.

If most of the energy spent on responding to student writing happens at the end of the semester, its impact may be limited. Yet the alternative – multiple drafts of assignments, each with feedback – is often not sustainable. Explore ways to evaluate when feedback and response is possible, with an eye toward creating a rhythm that works. 

This lab session is a follow up to, “The ABC's of Brightspace Content," where we’ll experiment with many of the tools associated with adding and building content in Brightspace. It’s a time for you to experiment with adding different kinds of content, and ask your specific questions. And since we are still learning the Brightspace nuances, we may also problem-solve as a group.

This hands-on lab session is a follow-up to, “Introduction to Brightspace Quizzes.” As we dive deeper into the quiz feature, we’ll invite you to experiment with adding and importing question, demonstrate how quiz grading works, and share what feedback looks like from the student perspective. And since we are still learning the Brightspace nuances, we may also problem-solve as a group.

This lab session is a follow up to, “The ABC's of Brightspace Content," where we’ll experiment with many of the tools associated with adding and building content in Brightspace. It’s a time for you to experiment with adding different kinds of content, and ask your specific questions. And since we are still learning the Brightspace nuances, we may also problem-solve as a group.

Are you worried that working on writing skills with students will take time away from content you want to cover in your course? It doesn’t have to be either/or; writing assignments can be a way of covering, reinforcing, and practicing content! In this workshop we’ll explore strategies for designing writing assignments that help students learn important concepts while developing disciplinary ways of thinking, communicating, and writing. 

This hands-on lab session is a follow-up to, “Introduction to Brightspace Quizzes.” As we dive deeper into the quiz feature, we’ll invite you to experiment with adding and importing question, demonstrate how quiz grading works, and share what feedback looks like from the student perspective. And since we are still learning the Brightspace nuances, we may also problem-solve as a group.

This hands-on lab session is a follow-up to, “Introduction to Brightspace Assignment,” where you can take part in step-by-step activities in your sandboxes and ask questions. We’ll invite you to experiment with adding assignments and to see how grading works.

Join colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. RSVPs are appreciated; drop-ins are welcome. Light refreshments provided.

Join First-Year Seminar, Liberal Arts Scholars Program, and HCOL85 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the second in a series of Thursday discussions; attend one, some, or all! In this session, we will explore the FWIL/WIL1 goal, Critical Reading, and then your questions about teaching first-year students. RSVPs are appreciated; drop-ins are welcome. Light refreshments provided. Facilitated by Holly Painter, WID Faculty Associate Co-sponsored by…

Formal papers aren’t the only way to include writing in a course.  Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and grading essays.  Facilitated by Susanmarie Harrington, WID Director This meeting will be held IN-PERSON in 302 Howe Memorial Library (WID Conference Room). You will receive…

This hour-long workshop will focus on assessment of student learning in graduate programs. What characterizes program learning outcomes-PLOs, indirect and direct forms of assessments, formative and summative assessments, and other assessment activities in relation to graduate training will be discussed. Checklist on updating E1A, E1B forms and assessment plan charts will also be discussed.

Formal papers aren’t the only way to include writing in a course.  Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and grading essays.