 |
| Congratulations! You’re almost there- the end of the semester is in sight! As we near the last week of classes, there is an opportunity to wrap up with impact and purpose. Too often, December’s frenzied deadlines leave us rushing through those final moments, but as Kristi Rudenga shares in 7 Ideas to Perk Up Your Last Day of Class, a well-designed closing can amplify everything students have learned. |
Teaching Tip – TTT
Articles and resources to empower your teaching experience.
Teaching: Small Group Discussions
 |
| 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: Why do we need inclusive teaching if everyone learns in the same way?
 |
| 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
 |
| 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?
 |
| 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?
 |
| 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. |
Teaching: Timeless Advice for Thriving at a Small College
 |
| 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
 |
| 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. |
Teaching: It Can Wait
 |
| In this new bi-weekly column, “Caught in the Act,” Denison faculty share neat techniques their humble colleagues use in their classes. This week, Lori Kumler and Hoda Yousef caught Cheryl McFarren in the act of some great teaching!
As a professor of theater, it’s crucial for Cheryl’s students to be fully present- both mind and body. |
Teaching: Plagiarism and AI
|
Carleton College provides students with a guide to “Plagiarism and AI.” It contains some sample scenarios to help students (and faculty) think through the thorny question of whether particular uses of AI may constitute plagiarism or a violation of academic integrity. Here is an example:
|