Author James M. Lang argues that how we teach is often at odds with how students learn. Classrooms are designed to force students into long periods of intense focus, but emerging […]
This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging―with peers, in the classroom, or on […]
Colleagues are rightfully concerned about the long-term cognitive and social effects of COVID, especially on long-term learning and motivation. Deci/Ryan's Self Determination Theory (SDT 1985) argues that intrinsic motivation includes […]
In a recent FDC Reading Circle colleagues explored Joe Feldman’s controversial Grading for Equity, which calls into question long-held pedagogical practices. The book takes readers on a compelling journey to evaluate inconsistent grading practices […]
Join us for an open-forum conversation about recent artificial intelligence text generation gains and their implication for teaching and learning. To gain familiarity with the issue prior to gathering, please read one of the following: AI and the Future of Undergraduate Writing OR One in a series of pieces by John Warner in Inside Higher Ed available here and here. Our conversation […]