Choice Meets Academic Emotions
The Scholarly Teacher
by The Scholarly Teacher
17h ago
Jo-Ann Thomas, Providence College Keywords: Choice, Academic Emotions, Instruction Key Statement: Including choice activities to promote positive academic emotions in curriculum design can promote student engagement and motivation to learn.       Introduction   It took the human brain millions of years to evolve (and it is still evolving) from simply surviving to flourishing with emotions as part of advanced learning, supplying valuable data for the brain to assimilate how the external world affects human survival (Damasio, 1994). The five senses evolved as stop-or-go ..read more
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Empowering Your Students’ Agency Through Ungrading Practices
The Scholarly Teacher
by The Scholarly Teacher
2w ago
Robyn Hartman, Fort Hays State University Linda Feldstein, Fort Hays State University Janet Stramel, Fort Hays State University   Key Statement: Ungrading emphasizes formative feedback over summative judgment, promoting intrinsic motivation and student agency. While implementing ungrading requires effort, the benefit to students and teachers is significant.   Keywords: Ungrading, Student Agency, Formative Assessment   Introduction Ungrading has become an increasingly appealing alternative to the traditional grading practices of assigned points, percentag ..read more
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Scholarship Wrappers as Faculty Development
The Scholarly Teacher
by The Scholarly Teacher
1M ago
Barry Sharpe, Western Governors University   Key Statement: Assignment/exam wrappers support metacognition and reinforce learning. Scholarship wrappers can help faculty get more out of their scholarship and support deeper reflection on professional learning.   Keywords: Assignment/Exam Wrappers, Faculty Development, Metacognition Introduction While working on a project about learning to teach and teaching to learn, I pivoted, due to a bit of serendipity, to another project. The initial project involved bringing together presentations and publications as a patchwork chronicle of profe ..read more
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Fostering Connectedness in the Asynchronous Online Environment
The Scholarly Teacher
by The Scholarly Teacher
1M ago
Sally Clemenson, Minnesota State University, Mankato Ellen Johnson, Minnesota State University, Mankato Keywords: Connectedness, Asynchronous, Online Learning   Key Statement: Connectedness in the asynchronous online environment can be difficult to establish. Faculty can make a difference by creating opportunities to engage in transformational educational experiences in the online discussion board.   Background   The online classroom provides flexibility, but can leave students feeling isolated. Creating an environment where students are engaged and connected with one another he ..read more
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The Ones Too Often Left Behind
The Scholarly Teacher
by The Scholarly Teacher
2M ago
Todd Zakrajsek, Director, Lilly Conferences on Evidence-Based Teaching Key Statement: There is an almost infinite number of things a teacher can do to help those who have been too often left behind by the current educational system. Start by simply thinking about learners in our classes, areas of struggle they may face, and how we might mitigate those areas. Keywords: Student Success, UDL, Equity Introduction   Education has an inherent, systemic bias that is even wider than often thought. Why do I say this? To start, everyone is required to attend school at the K–12 level. Some ..read more
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Creating Safe Spaces: Future Teachers of Color Summit
The Scholarly Teacher
by The Scholarly Teacher
2M ago
Gabriel Gutiérrez, University of Nebraska at Omaha Ferial Pearson, University of Nebraska at Omaha  Derrick Nero, University of Nebraska at Omaha Sandra Rodríguez-Arroyo, University of Nebraska at Omaha Key Statement: Initiatives to recruit and retain Black, Indigenous, and People of Color (BIPOC) teachers are needed nationwide. This article describes a Future Teachers of Color Summit. Keywords: BIPOC Teacher Candidates, Recruitment, Retention, Teacher Preparation The Issue In 2021, most U.S. public school teachers were White (80%), while White students accounted for only 46% of elementar ..read more
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No More Syllabusters
The Scholarly Teacher
by The Scholarly Teacher
3M ago
Todd Zakrajsek, University of North Carolina at Chapel Hill and Director of the ITLC-Lilly Conferences Key Statement: Much can happen on the first day of class—only if we avoid the dreaded syllabuster. Keywords: Syllabuster, First Day, Learning-Centered Environment Introduction It’s been nearly 20 years since I dropped my daughter off on the first day of middle school. The first day of class is exciting! I couldn’t wait to hear about the learning odysseys on which she was about to embark. After school I eagerly asked, “How was your first day?” Looking rather bored, she said “It was a syllabust ..read more
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Reflection and Sense of Connection and Caring Between Faculty and Students
The Scholarly Teacher
by The Scholarly Teacher
3M ago
Katie Morales, Tanner Health System School of Nursing University of West Georgia Cindy Johnson, Tanner Health System School of Nursing University of West Georgia Key Statement: Reflection can create connection and caring between faculty and students, enhance learning and success, and promote collaborative professional encounters. Keywords: Reflection, Connection, Caring Introduction The authors are nursing faculty at a large public university and a private liberal arts college in the Southeast United States. During the height of the COVID-19 pandemic in 2020, we adopted an Online/Hybrid Learni ..read more
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Establishing Belonging for Creative Scholars and Teachers
The Scholarly Teacher
by The Scholarly Teacher
3M ago
Tracy W. Smith, Appalachian State University Brooke Anne Hofsess, Appalachian State University Key Statement: Creating intentional, flexible, and interdisciplinary programming cultivates a campus culture where diverse scholarship is supported and creative teacher-scholars feel valued. Keywords: Mentoring, Creative Scholarship, Belonging The Purpose The faculty at Appalachian State University is composed of artists, photographers, sculptors, media makers, creators, composers, performers (dancers, vocalists, instrumentalists, and conductors), and academicians (theorists, historians, educators, t ..read more
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Maybe We Should Stack Bloom’s Cognitive Taxonomy?
The Scholarly Teacher
by The Scholarly Teacher
4M ago
Todd Zakrajsek, Director, ITLC Lilly Conferences Key Statement: Learners do not simply ascend Bloom's pyramid and cease learning; deep understanding of material is an iterative process that transforms mastery into foundational learning, and mastery of one concept does not guarantee foundational soundness in related knowledge. Keywords: Bloom's Cognitive Taxonomy, Scaffolding, Metacognition Introduction Identifying how students learn by conceptualizing their thinking as levels of cognition is a valuable way to help students to learn. It helps faculty determine whether students have amassed a fo ..read more
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