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.
These articles include ideas for teaching success and avoiding burnout:
Explore the following resources that offer general classroom advice:
The following articles are helpful for thinking about the challenges and opportunities that large language models (LLMs) bring to teaching and learning:
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| In our Denison classes across campus, we often face the challenge of connecting with students across experience and interest levels all in a single classroom in ways that generate thinking and discussion. J. Muthoni Mwangi shares the concept of the “parking lot” (the low-tech version involves sticky notes and a manila folder) as a way to invite questions, create student investment in class, and break down barriers across knowledge and experience levels. |
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In my W101, I am using AI-generated writing to teach students two things: (1) the pitfalls of submitting unrefined AI output in their assignments and (2) how to evaluate and revise writing. For example, I developed this group activity to help students learn how to identify unsupported claims.
When prompted to write a college-level essay, AI tends to generate a lot of unsupported claims.
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| One of the themes emerging in my conversations with departments and programs across campus this semester (17 so far!) is our commitment, as teachers and scholars, to helping our students embrace the challenge, satisfaction, and necessity of thinking—deeply, creatively, productively.
Faculty across campus articulate this goal in a variety of ways: Teaching students to value slow thinking in untangling math and programming problems, rather than speed in getting to an answer. |
Below are some resources on learning objectives and course goals.
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| When it comes to learning and teaching, AI is not a standalone issue. It intersects with many of our longstanding topics of discussion and concern at Denison, from helping our students persist through challenging work to figuring out how to best teach and support students who come from a wide variety of high school experiences. |
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| Looking for something different at mid-semester to get your students thinking and your classroom energy flowing? “Two Truths and a Lie” may seem a little worn out as a first-day ice breaker, but Stephen L. Chew has a great idea for how to use the same game to engage students with key concepts in your course materials. |
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While using SpeedGrader in Canvas you can adjust scores after they have been autograded. This allows for quick manual score correction due to autograder issues, like partial answers or other situations that warrant a positive or negative change in scores.
When manually grading in SpeedGrader, you need to click the green checkmark in order for the grade to save in the gradebook.
