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.
As we enter week five of the semester, many of us are thinking about assessments like tests and quizzes. Remote instruction has made us rethink the purpose and use of tests, and whether we are “testing” the right things.
The graphic above demonstrates the notion of authentic assessment, which is
“Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively.
With the semester underway, many students have been working on a variety of traditional projects that require modifications in order to be possible during these strange times. One of those types of traditional projects is the classic student presentation. See this ETS blog post for resources on approaching student presentations. It includes a video TechTip on Student Virtual Presentations, another video Introducing Denison’s One Button Studio, which is located in the library, and other resources that ETS has available for faculty members trying to adapt student presentation projects.
How to improve student performance on tests? This was a tough nut to crack for Dr. Ayana Hinton. After reading Make it stick: the science of successful learning, she tried something called the testing effect – a technique shown to increase long term retention. When that did result in the gains she wanted, she included peer grading.
A renewed interest in research on learning and teaching has greatly expanded the range of scholarship and resources that are focused on the intersection of learning, teaching, and pedagogy in higher education. Resources for a variety of topics are linked below and in the navigation menu.
In addition, faculty as well as colleagues in other offices and programs can contact me for help in identifying specific resources and scholarship on learning and teaching for their use including, for example, issues that address faculty development, academic advising, teaching and course evaluations, curriculum assessment, and measures of student academic achievement.
Mid-semester course evaluations are a valuable resource for improving student learning, enhancing teaching effectiveness, and fostering a positive classroom learning environment. Unlike course evaluations completed at the end of the semester, feedback from students obtained at one or more times during the semester can lead to significant learning and teaching changes for both students and instructors while the course is still in progress.
“Formative peer review of teaching is focused on the long-term enhancement of teaching and learning. Even when mandatory, the process should be primarily driven and guided by the faculty member’s personal goals, by feedback from students and/or colleagues, and/or by a desire to address problems in a specific course or academic context” (Smith, 2014).
Faculty development scholarship has addressed the different purposes, procedures, and responsibilities that distinguish formative from summative evaluation of teaching.
