The posts below are from the CfLT newsletter which includes curated, research-based digital resources to support ongoing faculty development and pedagogical engagement. As of August 2025, CfLT Director Karen Spierling oversees the content. Posts from July 2020-May 2025 were compiled by previous Director Lew Ludwig.
Canvas has a sleek new template coming, thanks to the feedback from over 100 faculty/students. The new template will launch in May- check out this 30-second sneak peek!
OER resources: As you think about course content this summer, this LibGuide for Affordable Content & OER makes an excellent starting point. If you are interested in learning more about affordable content practices, the Open Education Resources Initiative has a streamlined, self-paced Canvas course worth exploring.
In conversations at our last Denison Teaching Seminar, I would casually ask, “Any interesting summer plans?” After about three of these queires, I had to pivot to, “Any non-work-related interesting summer plans?” You see, my original intent was to see what travel plans or other fun activities my junior colleagues were planning. Instead, like many of us, they reverted to the guilt-ridden ‘this has to be a productive summer or else’ mode.
In this week’s ‘Down the AI Rabbit Hole’ I share some great resources from the Mollicks at the Wharton School of Business. I also make a revelation about my AI journey as it related to Denison and beyond.
Listen to Down the AI Rabbit Hole: Dumbledore’s Army
This week’s tip:
In the last few weeks we got two influential resources from Ethan Mollick of the Wharton School of Business, a leading innovator in generative AI.
Yes, it’s that time of year again. You promised yourself you wouldn’t end up here, but here you are, preparing to enter the all-too-familiar “grading jail.” As we revisit the article “How to Escape Grading Jail,” Kevin Gannon offers long-term strategies for “next time.” However, he also provides practical tips for leveraging technology to streamline our grading processes.
On many occasions you may want to share previous student work. For example, students often like to see examples of an assignment to help them understand what they are being asked to do. Or you may want to share an anonymous example in your teaching portfolio or at a presentation for colleagues. As you know, instructors need to get student permission to share their work, as the student retains copyright.
Recently, I bemoaned the poor attendance record of my students this semester. By mid-semester, over half were chronically absent, having missed 10% or more of their classes. I followed that piece with this one: It’s Time to Start Teaching Your Students How to Be a Student. This led some faculty members to call for a larger Denison-wide conversation on this issue.
In each ‘Down the AI Rabbit Hole’ post I aim to provide a tip on AI and then a broader perspective. This week, I am struggling as the two are blending together. I will start with a jaw-dropping tip that I discovered a few days ago, followed by the implications of this tip and the wider lens.
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It was a good run, but I am happy to announce that my students finally broke their attendance streak I mentioned in my last post. On Monday, after the break, I had 100% attendance for the first time in eight weeks, meeting four days a week. I share this news with a mix of light-heartedness and a dose of concern.
While most of us have used Google slides, you may not have used the many features available in presentation mode yet. Of these, live captioning is a key feature that may help your audience keep up with your presentation regardless of audibility. Once turned on, your device microphone will capture your words, putting them onto the slide as captions while you speak (see image below; although captions do not have punctuation, they enable the reader to see what you are saying).
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How can a simple acknowledgment of a student’s curiosity foster a greater sense of belonging and self-efficacy? ‘That’s a Great Question!’: The Value of Positive Faculty Feedback highlights the significant impact of faculty responses to student inquiries, especially in STEM fields. Authored by Lora E. Park, this research emphasizes the positive outcomes for students—particularly women—when faculty engage with student questions in a supportive manner.
