by Michaella Thornton, Assistant Director for Instructional Design Encouraging students to actively engage in (and complete) a course’s readings can sometimes feel like a Sisyphean task, especially if class discussions are dependent on students’ comprehension and ability to analyze, critique, and synthesize the readings throughout the semester. So, how do we, as teachers and instructional [...]
Submitted to the Teaching Issues Writing Consortium by Julie Frese, Ph.D., University of the Rockies Julie.Frese@faculty.rockies.edu http://rockies.edu According to Dempsey & Sales (1993), the motivational approach to feedback is based on the belief that “…letting people know how well they are performing a task acts as an incentive for greater effort in the future” (p. 4). [...]
by Sandy Gambill, Instructional Designer, CTTL It’s high summer and I’m thinking about the course I’ll be teaching this fall. Maybe it’s just the time of the year where my own attention wanders, but I’m spending more time than usual thinking about student motivation. What is the secret to getting students engaged with the course [...]
The Reinert Center for Transformative Teaching and Learning enthusiastically announces the three Graduate Assistants on our staff for the 2013-2014 academic year. Graduate Assistants in the Center assist in the administration of the Certificate in University Teaching Skills (CUTS) program, conduct research on teaching and learning topics, consult with graduate students about teaching, and assist [...]
