teach & tell

2017-2018 Teach & Tell Presentations

How I Stopped Grading and Learned to Love Writing Classes (Stephanie Batkie)
Writing Intensive classes ask a lot of faculty members, particularly when it comes to assignments and grading. For the past two semesters, I have been experimenting with alternative methods for both.

In this Teach & Tell, we will talk through what it looks like to shift from grading through marginal comments, either written or typed, to cooperative, “live" grading with the students themselves. In truth, this is not really something new, but rather something quite old. Instead of grading in a traditional mode, in which comments appear either in the margins or at the end of papers, I meet with students individually and talk to them one-on-one about their writing, working with them to identify areas of improvement and revision priorities. The approach has, I find, a wide range of advantages, along with some unique challenges. Across the board, however, it has received extremely positive responses from students, and I have found that it has dramatically changed my approach to writing courses as well.

I have found that not only does it not take up any more time than traditional grading does, but more importantly it can actually transform grading into a productive and enjoyable part of the course.  In our conversation, I will offer some models for how this might work in classes, as well as how it can fit in with other innovative writing pedagogies. 

Teaching with Simulations (Amy Patterson)
Have you considered adding simulations to your teaching repertoire? Simulations provide opportunities for students to apply their learning and practice problem solving in “real world” situations.

Amy will discuss a simulation she uses her in POLS 150 (World Politics) class each fall, in which students play the role of the UN Security Council members to address a current crisis occurring in the international arena. She will discuss how she incorporates assignments throughout the semester, as well as participation in and outside of class, as part of the simulation experience. She also will discuss assessment techniques and ways she has reworked the assignment over time.

Not-Yet-Written-Histories: Case Study of Tripura (Dharitri Bhattacharjee)
Our third Teach & Tell of the semester is led by Dharitri Bhattacharjee (History).

The talk, entitled "Not-Yet-Written-Histories: Case Study of Tripura," details her research and pedagogical considerations from her travel in India in the summer of 2017. 

Nervous about Numbers (Kristen Cecala)
Have students who claim they're "bad at math" or simply "not a 'math person'?" Wondering what we can do about it? Our second teach & tell of the school year, hosted by Professor Kristen Cecala (Biology), is entitled Nervous about numbers: Addressing student anxiety about math and statistics across the curriculum.  

Teaching Nonfiction Writing in the Digital Era (David Haskell)

Join David Haskell, @DGHaskell, who will present our first Teach and Tell of the school year on "Teaching nonfiction writing in the digital era."

David provides this description: Flows of ink from pens have dried. Metal no longer stamps through typewriter ribbon. "Writing" is now digital, as is much reading. How should we as #readers and #writers, inhabit these 'cloud'land spaces? What creative possibilities exist in nonfiction writing online and how can we avoid the many digital vortices of abuse and darkness?  

Teach & Tell with Chris McDonough (Classics) "Old Dog, New Tricks: Tales of Retooling."

Every so often, you have to retool a class. Mythology is a class I've taught for decades, but I decided to try out some of the parts of Blackboard I never use as a way to reimagine the course. More recently, I've been giving thought to how I can flip my upper-level Latin course on Cicero. Very interested to tell you all what I've been up to, and find out what you have done when retooling old courses.

Teach & Tell with Kate Cammack (Psychology/Neuroscience) and Brandon Moore (Biology)

"Collaborating across the sciences: Ways to develop an inquiry-based, cross-disciplinary lab experience."

Why is it important to promote students' communication and collaboration across disciplines? How can we encourage our students to tap into the interdisciplinary nature of science?

Brandon Moore and Kate Cammack discuss how they brought their two lab science courses together on a semester-long research project. Hear about what worked, what didn't, and how you might use the classroom as an opportunity to help students integrate their learning across disciplines.