Course Design: To Get to the Beginning, Start at the End

Many in higher education harbor well-founded anxieties about online and hybrid courses. Some critics fear that online formats invite a cookie-cutter, corporate educational model, others that moving content to digital platforms will alienate the system’s most vulnerable students. In order to address some of these critiques, it is helpful to deconstruct the underlying beliefs they… Read More Course Design: To Get to the Beginning, Start at the End

What Students Wish That Professors Understood

In this piece (web link), Nicole Matos explored the question “What do you really, really wish your professors understood?” with students who took her developmental writing course. At Baruch, we work with faculty who teach students across a wide spectrum of disciplines and degree programs. While it’s true that the students in Matos’s article attend… Read More What Students Wish That Professors Understood

Checking student understanding with Plickers

It’s likely that most of the people reading this post have used or heard of clickers: in-class polling systems that allow instructors to gauge student knowledge, understanding, or interest in a topic. Whether you use Poll Everywhere, Turning Point, the student-generated Cliqur system, or something else, this technology can be handy for facilitating student-centered, active… Read More Checking student understanding with Plickers

Engaging with Sources in the Era of Fake News: Faculty Resource Guide

The Department of English’s First-Year Writing Program and Great Works of Literature have compiled a guide containing resources and assignments faculty can use to teach students how to evaluate and cite sources ethically and effectively. These ideas can be applied to most disciplines.  Click here to view the guide. If you would like some help… Read More Engaging with Sources in the Era of Fake News: Faculty Resource Guide