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| 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. |
Teaching Tips
Articles and resources to empower your teaching experience.
Teaching: Supporting Our Students as Readers
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| 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.” |
Teaching: A Fall Equinox Strategy- Accentuate the Positive
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| 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 |
Six Powerful Ways to Cultivate Student Attention and Promote Student Success
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| 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. |
Teaching: What Students are Saying
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| “I am so excited to be back at Denison and to be using my brain muscles in this way again!”
I heard this last week from a senior who has just returned from an outstanding semester abroad experience but couldn’t stop smiling about being back in our liberal arts setting and digging into her Denison classes. |
On the First Day of Class, Begin with Intrigue
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| 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. |
AI Literacy
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| 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.” |
How Can Your Courses be AI Aware?
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| As we enter year three of generative AI, where do you fall on the AI spectrum? Do you want to refuse AI? Adopt it minimally? Or Embrace it? This article, “How Can Your Courses be AI Aware,” links out to resources for making writing classes “AI aware” along each category on the spectrum. For example, if you want to resist AI in your writing classes, do so more intentionally. |
Reaching (Not Just Teaching) Today’s Students: A Communication Cheatsheet
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| As we all gear up for the semester and work on conveying our visions and expectations for our classes in our syllabi, here’s a helpful quick read on how a couple of basic concepts from communication theory can help us to think more intentionally about communicating and connecting effectively with the students we’re teaching in 2025. |
Teaching: Rethinking Assessment- Paper Conferences
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| In my March 25 TTT contribution, I promised some suggestions for rethinking assessment to ensure students are meeting learning goals even if they (mis)use gen-AI to create their high-stakes writing assignments. And in my April 22 TTT contribution, I discussed an example of how I am re-weighting low-risk assessments. As promised, in this edition, I share a new type of assessment I am adding to my writing classes: paper conferences. |