Moving Beyond Traditional Grading Toward More Reliable and Accurate Assessment of Learning Alternate forms of grading have the potential to more accurately measure student attainment of course learning goals by […]
How the Technological Critics of the 20th Century Can Help Us Wisely Navigate Generative AI in Education On Wednesday, September 10, Dr. Josh Brake, Associate Professor of Engineering at Harvey […]
MIT Inclusive + Equitable Syllabus Rubric for Educational Researchers and Developers To cultivate learning environments in which all students feel valued and supported in their learning, inclusive and equitable teaching […]
What to include in your syllabus A syllabus can serve several functions beyond outlining the grading procedure and the topics to be covered. Slattery and Carlson (2005) identify 3 different […]
Presentation Slides On Tuesday, March 18th, we hosted Dr. Robert Talbert, Professor of Mathematics and Senior Faculty Fellow for Learning Futures at Grand Valley State University to discuss the issues […]
Structured Support Structured support describes a systemic approach to designing assessments and learning activities that guide students through targeted practice with key concepts and skills (e.g., active learning). It also […]
Transparency & Purpose Transparency involves clearly communicating why students are learning course concepts and skills and how you designed the activities and assessments to help them learn. Many academic contexts […]
Community & Belonging Academic belonging refers to students’ sense of being accepted, valued, and encouraged by others in the academic classroom as well as their sense of connection to the […]
A Syllabus Analysis Tool to Advance Evidence-Based Teaching Practices at MIT Overview The syllabus often informs students’ first impressions of a class, the instructor, and their evaluation of whether they […]
References AAUP. (2018, May 9). Student Evaluations of Teaching are Not Valid. American Association of University Professors. https://www.aaup.org/article/student-evaluations-teaching-are-not-valid Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations […]