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Powerful Endings and Reflection

By Jason Schreiner and Julie Mueller A powerful way to end a course is to provide students an opportunity to reflect on the knowledge they've gained, the skills they've developed, and the learning processes they have experienced, including a possible transformation in how they understand the world or perceive themselves as learners or agents of change. An ending moment of reflection also can help students see the silver lining of learning in a remote context that is often exhausting and stressful. That is, such a moment can help students recognize a variety of additional useful skills--and resiliency--they've developed while managing their remote learning, including skills that translate to their work lives and careers beyond...

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Call for Letters of Interest: Career Readiness CAIT

Call for Letters of Interest: Career Readiness CAIT

TEP, the UO Career Center, and the College of Arts and Sciences invite faculty from across UO’s schools and colleges to consider joining a new, stipended learning and leadership community about integrating career readiness skills into courses and curricula.  The National Association of Colleges and Employers identifies key career readiness skills that resonate across UO’s Core Education and unit-level goals:    Critical Thinking/Problem Solving   Oral/Written Communications  Teamwork/Collaboration  Digital Technology  Leadership  Professionalism/Work Ethic  Career Management Global/Intercultural Fluency As the COVID pandemic impacts how faculty and students teach and learn, how...

Powerful Endings and Reflection

Powerful Endings and Reflection

By Jason Schreiner and Julie Mueller A powerful way to end a course is to provide students an opportunity to reflect on the knowledge they've gained, the skills they've developed, and the learning processes they have experienced, including a possible transformation in how they understand the world or perceive themselves as learners or agents of change. An ending moment of reflection also can help students see the silver lining of learning in a remote context that is often exhausting and stressful. That is, such a moment can help students recognize a variety of additional useful skills--and resiliency--they've developed while managing their remote learning, including skills...

Organize ‘Live’ Class Time

Organize ‘Live’ Class Time

According to Academic Council expectations for summer and fall term, classes not originally scheduled to be taught online shall provide live engagement during scheduled meeting times. At least half of course time should be structured learning opportunities for students. Structured synchronous time can take the form of anything you would spend class time doing including mini-lectures, group discussions, and active learning activities. As you think about how to make the most of “live” time with students, we offer general advice and sample lesson plans. General principles Chunk content Break-up presentation of content into short sections (5-15 min) with opportunities for student activities...

Spotlight on Creative Instruction: Preparing Powerful Endings to Remote Courses 

Spotlight on Creative Instruction: Preparing Powerful Endings to Remote Courses 

by Yvonne Braun and Natascha Reich As we approach the end of the spring term, instructors and students are reflecting on what an extraordinary term it’s been. The quick shift to remote instruction amid a global pandemic has brought challenges and opportunities, including unforeseen openings for reflection on what and how students are learning, as well as occasions to develop self-awareness, mark growth, and build resiliency skills in ways that can transfer to new contexts.   Reflective activities at the end of a course can solidify students’ new knowledge. They also can be a window into students’ experiences: their interests and concerns, memorable moments in your course, and what...

Making Feedback on Student Work Meaningful and Manageable

Making Feedback on Student Work Meaningful and Manageable

Watch a recording of the TEP/UO Online workshop on Making Feedback on Student Work Meaningful and Manageable and download the workshop slides. Now more than ever, students depend on meaningful instructor feedback in order to improve their performance and deepen their learning. With the transition to remote/web-based learning, students who are unfamiliar with this mode of delivery are struggling. Research has shown that some students who are more used to traditional didactic teaching approaches can have trouble adapting to online learning due to motivation, low computer self-efficacy, and computer experience (Hasan 2003; Kemp & Grieve 2014). These students, in particular, may need...

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