Start of Semester Planning
How to Ease Burnout This Fall (Beth McMurtrie, Chronicle of Higher Education, August 10, 2023): What can faculty members put in their syllabus, establish with students, and/or adopt in their daily lives that will prevent and manage exhaustion and feelings of being overwhelmed?
How to Create a Syllabus: Advice Guide (Kevin Gannon, Chronicle of Higher Education): Part of the Chronicle’s “new semester” collection.
How to Make Your Teaching More Inclusive (Viji Sathy and Kelly A. Hogan, Chronicle of Higher Education): Part of the Chronicle’s “new semester” collection.
From AI to A+: Prepare Your Students for Using ChatGPT and other AI (Ryan Watkins, Medium, July 27, 2023): Some easy to implement suggestions to help prepare students for the ethical use of ChatGPT and other AI in the upcoming semester. (Tip of the hat to Lew Ludwig for this resource.)
Teaching and Learning
Let’s Focus on ‘Learning’ in Microlearning (Nidhi Sachdeva, Learning Scientists, August 10): Microlearning is defined it as the delivery of learning sessions or activities of shorter duration than traditional teaching delivery.
Ensuring That All College Students Are Scientifically Literate (Steven Mintz, Inside Higher Ed, August 8, 2023): If we want scientifically literate graduates, discipline-based introductory courses aren’t enough.
Annotated Timelines and the Biography of an Idea (Terra Gargano, Faculty Focus, August 7, 2023): By reframing to focus on the biography of ideas rather than the biography of individuals, it becomes possible to reimagine the terrain of innovation.
A.I. and Higher Ed
Here Comes the Second Year of AI College (Rose Horowitch, The Atlantic, August 7, 2023): Universities still aren’t sure whether to embrace the technology or ban it.
Admissions After Affirmative Action
The End of Legacy Admissions Could Transform College Access (Jeannie Suk Gersen, The New Yorker, August 8, 2023): After the fall of affirmative action, liberals and conservatives want to eliminate benefits for children of alumni. Could their logic lead to reparations?
Higher Ed
Training Should Happen at Work (John Warner, Inside Higher Ed, August 7, 2023): Truth is, education is not set up to prepare employees for the specifics of the workplace.
Workshops
Climate Action Pedagogy (CAP) Design Challenge: Live Co-Working Session (Karen Costa and Niya Bond, OneHE). Workshop on August 16, 12:00-1:15 ET. Design a climate action infused learning artifact in this fun, supportive co-working session. Register here.
On the Bookshelf
How Grading Veered ‘Off the Mark’ (Susan H. Greenberg, inside Higher Ed, August 11, 2023). A review of Jack Schneider and Ethan L. Hutt, Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don’t Have To) (Harvard University) explains why assessment became so fraught and what we can do to restore its original purpose: helping students learn.
Rethinking Responding to Student Writing (Colleen Flaherty, Inside Higher Ed, August 11, 2023): A review of Da Melzer’s Assignments Across the Curriculum: A National Study of Student Writing (Utah State University) in which the author argues that students respond more effectively to peers’ writing than professors do and that they’re skilled at self-assessment, too. Still, professors can lay the groundwork for this feedback through scripts and other scaffolding.
Len Gutkin reviews Chris Rufo’s America’s Cultural Revolution: How the Radical Left Conquered Everything (Harper Collins) in Chris Rufo Can’t Decide Between Propaganda and Intellectual History (Chronicle of Higher Education, August 4, 2023): The journalist shaped the conversation around higher ed. How’s his book?
Have a short article or some news related to teaching and learning at your institution that you’d like to share with colleagues? Send your contribution along to us. Also, please email Colleen Monahan Smith (smith@glca.org) if you have colleagues who would like to receive this weekly report.
Steven Volk (steven.volk@oberlin.edu), Editor
GLCA/GLAA Consortium for Teaching and Learning
Co-Directors:
Lew Ludwig (ludwigl@denison.edu)
Colleen Monahan Smith (smith@glca.org)