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| This week, we’re highlighting an engaging teaching strategy used by Dr. Kelsi Morrison-Atkins in her Religion 108 class, Bible, Gender, Sexuality. Julie Dalke, who is auditing the course, writes:
Each day Kelsi’s class begins with a simple yet impactful check-in that sets the tone for the day’s learning. Students break into small groups of 3-4 for about 10 minutes to discuss their thoughts, questions, or insights from the reading. |
Teaching, Tech, and Tidbits Digest
The posts below are from a bi-weekly digest that encapsulates a range of evidence-based best practices and cutting-edge insights on innovative teaching strategies, effective use of technology, student engagement techniques, and effective assessment, to name a few. The content, diligently curated or crafted by the director Dr. Lew Ludwig, is grounded in robust research and drawn from a wide array of innovative articles, books, and online resources. The goal is to support timely, ongoing faculty development with the most current and impactful knowledge in the field.
Tidbit: Election Day
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| I am doubtful we will have a clear decision by tomorrow. Nevertheless, as I’ve shared before, and as we discussed in our recent Teaching Matters session, it is good to have a game plan, no matter your discipline.
For a quick take, consider this resource from the CRLT at the University of Michigan: Navigating the Post-Election Period With Your Students. If |
Tech: Create Shapes in Google Docs
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While creating shapes in Microsoft Word is fairly straightforward, it is a bit more complicated in a Google Doc. For example, perhaps you want to highlight part of an image or document with a circle or other shape like in the figure above.
Drag your cursor on the drawing matrix to size it. |
Teaching: Why do we need inclusive teaching if everyone learns in the same way?
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| Some of you may recall when Stephen Chew, a cognitive psychologist and contemporary of Frank Hassebrock, visited campus to discuss Improving Classroom Performance by Challenging Student Misconceptions About Learning (don’t worry if not, it’s been awhile).
In this recent Teaching Professor piece, Stephen addresses a really intriguing question: Why Do We Need Inclusive Teaching if Everyone Learns in the Same Way? |
Teaching: A Three Question Approach to Feedback
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| Doug Swift (Visiting Assistant Professor in English/Journalism) caught Jack Shuler (Professor & Director of Journalism) in the act of some great teaching. Doug writes:
Jack and I have offices across the hall from each other. We often shout ideas back and forth, often loudly. Sometimes, an idea is so good, it’s worth a meander across the hall. |
Tidbit: Have you heard this?
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| Through your Denison Google account, you can now access Google NotebookLM, an experimental AI research assistant that enhances document analysis and study. Among its many reported capabilities, it can create summaries, answer questions, and generate study aids. It can even turn articles into podcasts! For a more in-depth look at how this technology is being used, check out the Chronicle article, “Those Voices On the Podcast? |
Teaching: Do we need to teach students how to use gen AI?
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| This student guide to AI has been circulating widely in the past few months. It begins with a provocative quote by an economist: “AI won’t take your job. It’s someone using AI who will take your job.” The jury is obviously still out on this claim, but students are hearing it loud and clear, and I imagine their parents are as well. |
Tech: Number Your Slides and Use A Template
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| Have you ever watched a slide presentation and had a question about a particular slide? When you are able to refer to a slide number for your question, the presenter can quickly find it. Referring to a slide number rather than a slide title is also much easier for students as they take notes. Yet, too often we neglect to include slide numbers because we are focused on content. |
Teaching: Timeless Advice for Thriving at a Small College
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| Ashwin Lall recently shared this excellent article with me, “What to Expect in Your First Year of Work at a Small College,” in the hopes that our colleagues in the Denison Teaching Seminar (DTS) may benefit. While it aims to help recent hires from large PhD programs transition to small liberal arts colleges, the advice and suggestions reach far beyond this target audience. |
Teaching: How Knowing Useless Stuff Helps Me Learn
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| I know a lot of seemingly useless stuff. The name of Aragorn’s adopted horse? Brego- Old English for “chief or leader.” For a superior French omelet, opt for carbon steel over a non-stick pan. Building a deck? Position the boards so they cup upwards, not down- counterintuitive, isn’t it?
Why is this important? As our friends in psychology will tell you, the more prior knowledge you have, the easier it is to learn. |