Expert Series Archives - Page 2 of 5

It’s “About the Humans”: Derek Bruff on Teaching with <i>Intentional Tech</i>

It’s “About the Humans”: Derek Bruff on Teaching with Intentional Tech

We often teach as we were taught, which is an understandable place to start, but we can’t stop there. We need to develop and expand our teaching skills throughout our careers. There are always new courses, new students, new... Read more

Engage Faculty Early, Often, Authentically

At Sova, we believe that the creative energy of faculty—who spend the most time with students—is essential for scaling and sustaining the real change students deserve and our country needs. The reports serve both as validation and as a... Read more

4 Ways Faculty Can Be Allies for College Student Mental Health

October 29, 2019
administrator
Expert Series, Featured, Popular
mental health, Sara Abelson, University of Michigan
2

Mental health disorders are common, consequential, and largely untreated on college campuses. These findings are evident through data from the Healthy Minds Study, which has examined college student mental health at more than 200 institutions in the last 14... Read more

The “Must Reads” of the “Must Reads”

October 15, 2019
administrator
Expert Series
chronicle of higher education, Jenn David-Lang, Kim Marshall, Marshall Memo
0

Since 2003, the weekly Marshall Memo scans over 60 publications to curate the best and most insightful articles on teaching and learning, including pieces from the ACUE community. Read more

“Student success is our reason for being”: CHEA’s New National Quality Dialogue

ACUE sat down with Judith Eaton, president of the Council for Higher Education Accreditation (CHEA) to discuss the launch of their “National Quality Dialogue.” This effort includes reaching out to colleagues and faculty organizations to explore, reassess, and understand... Read more

“Having the Time of My Life”: The Trickle-Down Model of Self and Student Engagement

The scholarship of teaching and learning (SoTL) focuses on ways to increase student engagement. We reasoned that if teachers were thoroughly and genuinely engaged in their content, then their engagement would trickle down, with students empathizing with that engagement... Read more

Making Participation Count

Most syllabi encouraged, but did not formally grade, participation. In some, participation constituted as much as 50% of the grade. A good number measured it as attendance by exacting a price for more than a specified number of absences.... Read more

“Trust Grandma”: Strategies to Promote Reflection and Curiosity

My granddaughter, a rising sophomore, is buried with assignments. She shared, somewhat despairingly, that rarely can she get anything done in advance—only work due ‘tomorrow!’ I felt her stress and realized she hardly has time for practice and review,... Read more

School’s Out: Reflecting on the Term, Recharging over the Summer, and Readying for What’s Next

June 20, 2019
administrator
Expert Series, Featured
R. Eric Landrum, self-reflection, summer
0

I have never met a faculty member in my 30-year career who took the summer “off.” Even when an instructor has a nine-month contract, in my experience, most use the time to catch up on their field’s literature, conduct... Read more

Beyond the Final Performance: How to Build Transferable Knowledge and Skills

As the academic year concludes, we hear a lot about year-end student performance and results. There are final exams, final grades, course completions, etc. But my students’ reflections provided an important reminder: while our final performance may have been... Read more

Category: Expert Series

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