Helping Our Students Connect with Each Other

It’s easy to assume that on a small campus like Denison, our students are already well-socialized and highly connected with one another before they ever get to our classrooms. But in the wake of Covid-19 and other dynamics of the 2020s, even Denison students often need some coaching to connect with each other.  “Why One Professor Fosters Friendship in her Courses” offers some specific reasons and strategies for encouraging student connections, and if you take a minute to ask around, your Denison colleagues probably have even more!

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AI Feedback on Writing: The Good, The Bad, and The Ugly

Students frequently ask AI for feedback on their writing, so we need to teach them how to interpret that feedback. This week I am sharing some materials I developed to do that. In my W101, when students peer review rough drafts, I am now integrating lessons on AI feedback. I teach an 80-minute class, and during the first half, students work in pairs on a traditional peer review exercise.

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Helping Our Students Make Connections

In the lively Teaching Matters conversation last week about “Why We Teach,” a colleague raised this question: How do we help our anxiety-laden students make connections between our classroom learning goals and the other things they are trying to accomplish in college?

One of those student goals is building a career path, but as academic faculty, we don’t always feel prepared to talk to students about how the thinking they do in our courses might connect to possible professions beyond academia. We

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Teaching: 5 ways students can think about learning so that they can learn more- and how their teachers can help

By week 5 of the semester, the rubber has hit the road, and our students can be feeling (and acting) overwhelmed. Providing consistent messaging about the challenges and value of the learning process is one of the many things that we can offer that can help them to build their own life coping strategies in the long run.

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Teaching: Supporting Our Students as Readers

As we navigate the fourth week of classes, you may be experiencing that moment when your summer vision of the semester, so carefully laid out in your syllabus, starts to bump up against your students’ busy schedules and reading habits. Although a quiet day in class may sometimes mean that students didn’t do the reading, John Orlando observes that other times it means that “many students simply didn’t get the needed information out of the assigned texts.”

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Teaching: A Fall Equinox Strategy- Accentuate the Positive

I know that I’m taking a risk here with this week’s title, throwing it out blithely to an audience professionally trained to be skeptical of the positive and always to look carefully and deeply for the potential negatives of any situation. But please (please!) bear with me.

As we officially head into autumn, with its dwindling daylight hours, intensifying grading loads, fluctuating student (and faculty) energy, and seemingly perpetual chaos in our information streams, it can be easy to focus on frustrations and challenges in the classroom. One

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Six Powerful Ways to Cultivate Student Attention and Promote Student Success

The energy of our September classrooms is part of what keeps us all in this education game.  How do you keep that high-level of energy and student focus as the semester builds and everyone’s busy-ness and distraction sets in?  Your November self will thank your September self for thinking ahead about strategies for cultivating student attention throughout the semester.

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On the First Day of Class, Begin with Intrigue

Planning the first day of class can be both exciting and overwhelming–so much possibility!  Amidst all of our first-day goals,  Paul Hanstedt’s article, On the First Day of Class, Begin with Intrigue, encourages us to focus on connecting with our students by setting a tone of curiosity and intrigue that will set you and your students up to work together as a community of thinkers and learners for the semester.

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AI Literacy

In the spirit of continuing conversations from today’s (August 18, 2025) Fall Faculty Symposium, here’s some food for thought from Michael G. Wagner: “AI literacy isn’t a new subject to be squeezed into our curriculum; it is a modern expression of our timeless goal as educators: to empower students to think for themselves, question the world around them, and make discerning choices about the powerful tools they encounter.”

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