Recently, we reached out to colleagues who have used specific techniques or materials in their classes with positive results. With great enthusiasm, the faculty listed below agreed to serve as a resource to others who would like to incorporate these skills or materials into their courses. Go to the Faculty Resource List for details.
Florence Raymond Jurney
Suzanne Johnson Flynn
Florence Raymond Jurney
Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom
by John C. Bean
Book review by Elizabeth Richardson Viti
The goal of this text is to help teachers design engaging writing and critical thinking activities that they can appropriately integrate into virtually any course, whatever the discipline. Ideally, these activities change students from passive learners to active learners who have a more profound understanding of the subject matter at hand. Students should learn as well how experts in a particular discipline ask questions, conduct inquiry, gather and analyze data, and make arguments . Furthermore, Bean points out that, after Barbara Walvoored's visit to his campus, Seattle University, it became clear to him and his colleagues that embedded writing assignments anywhere in the curriculum can be used for assessment of writing but also for disciplinary assessment of inquiry, research, problem solving, critical thinking and subject matter knowledge. On a practical level, Engaging Ideas gives numerous suggestions for incorporating writing and other critical thinking activities into a particular course and provides detailed assistance in the design of formal and informal writing assignments. Because the book assumes that there is no single right way to integrate writing and critical thinking into a course, it provides a variety of options to fit a given teacher's personality and goals. Of particular interest is a chapter new in this, the second, edition of Engaging Ideas. Entitled "Designing and Sequencing Assignments to Teach Undergraduate Research," it offers a new approach, one that hopes to avoid the simple regurgitation of accumulated sources. The chapter begins with the conceptual difficulties that research poses for undergraduates and moves on to look at short research assignments that, in many cases, may serve as more effective substitutes for the longer research paper. In addition, it looks at the design of short scaffolding assignments at the beginning of the semester that prepare students for a lengthier, culminating research assignment. Read more.
8:30 a.m -4:30 p.m.
Campus Box 2960
Tuesday: 10:00 a.m. – 12:00 p.m.
Wednesday: 10:00 a.m. - 12:00 p.m.
Thursday: 1:00 p.m. – 2:00 p.m.
eGuide to Gettysburg
Quick reference guide for new faculty
Low-stakes quizzing helps students retain more of what they learn. Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel
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