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December 19, 2019

Top Nine of 2019

As the year comes to an end, our wish for you is an enjoyable and restful break. We also extend our gratitude to the many contributors who shared their knowledge and resources with our community to sustain and grow the learning of educators nationwide. Please enjoy this compilation of some of our most-read blog posts this year.

We're also celebrating 2019 by sharing on our social media channels some of our favorite content. Help us round out the year by following along on LinkedIn, Facebook and Twitter, or share your own favorites by using the hashtag #2019FavoriteThings." We look forward to our continued conversations in 2020!

  1. Navigating the Need for Rigor and Engagement: How to Make Fruitful Class Discussions Happen by Harry Brighouse
  2. 4 Ways to Lecture Beyond the Bullet Points by Mark Paternostro
  3. How an Inclusive Teaching Approach Helped Us Build a More Inclusive Curriculum for Our University by Kelly Hogan and Viji Sathy
  4. Four Types of Discussion Forums in Online Courses by Judith Boettcher
  5. Q&A: Suann Yang and Tarren Shaw on Curricular Transformation
  6. Beyond Co-Requisites: Math Success at Cal State LA
  7. 4 Ways Faculty Can Be Allies for College Student Mental Health by Sara Abelson
  8. Beyond the Final Performance: How to Build Transferable Knowledge and Skills by Emily Moss
  9. Bring Your ‘A’ Game: Leveling Up Class Discussion by Incorporating a Sense of Play by Traci Brimhall
Visit the blog

Enrolling Now for January

Resolve to invest in your teaching practice in 2020.

In addition to our institutional partnerships, ACUE now offers faculty another way to strengthen teaching through our open enrollment, micro-credential courses. 

Still Enrolling for January:

Creating an Inclusive and Supportive Learning Environment

  • Available online
  • Facilitated cohorts comprised of educators nationwide
  • $600 fee for the open enrollment, micro-credential course that addresses six competencies and runs eight weeks
  • Course opens the week of January 13 and officially starts January 20
Course details

From Courses to Career: Incorporating Relevancy, Accountability, and Connections

Dr. Cindy Blackwell“As an accidental academic, I have always stressed career skills in courses but not always in an intentional manner,” writes Dr. Cindy Blackwell, ACUE-credentialed associate teaching professor at the University of Southern Mississippi.

"Through my experience in the classroom, as well as with ACUE’s program, I learned that by focusing on relevancy, accountability, and connections, I can help students begin their transition by integrating professionalism into the course structure.”

Read the post

Answering a Wake-up Call from Students

Dr. Andrew Burnstine"Please don't lecture at us." While his course evaluations were fine, Dr. Andrew Burnstine, associate professor of fashion marketing and management at Lynn University, noticed a general theme among the students' comments.

"For the past several years, I had noticed that many of my course lectures, discussions and materials were old and outdated," said Dr. Burnstine. "I realized that in order to stay relevant in both my on-ground and online classrooms, I needed to revert to becoming a student once again and find out what was lacking in my current teaching style and pedagogy."

Read the Q&A

News in brief

The latest news and opinions in higher education.

Teaching: What’s Love Got to Do with It?
Riley Linebaugh grapples with the idea of “pedagogies of love,” considering how to facilitate a learning environment that enables students to express their individuality. She points to ideas such as having dialogues in the classroom that allow students to share their opinions and connect work in courses to the larger society. (GradHacker)

Screens in the Classroom: Tool or Temptation?
Many educators are coming to see devices like smartphones as tools that aid learning rather than hinder it, particularly among specific groups, such as people with learning disabilities and ESL learners. For example, Pamela Stemberg encourages students to look up words they don’t understand on their devices during class. Meanwhile, researcher David Baron found that allowing the use of mobile technologies increased the number of questions students asked their instructors. (The New York Times

Designing Life: How College Courses in Coping Are Booming
Courses that help students tackle big life questions, figure out next steps, and learn how to cope with challenges are becoming increasingly popular across college campuses. Smith College, for instance, offers a course called Getting Unstuck When You Don’t Know What’s Next, and institutions like Yale University, Stanford University, and others provide similar courses promoting wellness, stress reduction, and self-reflection. (The Christian Science Monitor)

Required Pedagogy
When Cathy Davidson asked her Twitter followers to share the names of doctoral programs that require students to learn how to teach, she prompted a dialogue about the importance of pedagogical training. “Teaching comes more naturally to some people than others, but that only goes so far,” said Melissa Johnson. “If we want to work for more equity in schools and in the workforce, we have to figure out how to reach all of our students.” (Inside Higher Ed

Taking Relentless Ownership of Student Success to Maximize Re-Enrollment
Identifying re-enrollment as a factor leading to stronger completion rates and student success, Shonda Gibson describes how the Texas A&M University System began to examine barriers to completion and encourage students to finish their degrees. She notes that many roadblocks—such as affordability and debt— have nothing to do with academic success, so the system partnered with ReUp to provide students with coaching through life challenges. (The EvoLLLution)

Reimagining College’s Third Year
Emphasizing the importance of the third year of college, Steve Mintz suggests that institutions prioritize helping transfer students through a variety of means, including designated transfer-student slots in high-demand courses and addressing the unique challenges they face. He also recommends embedding career preparation into the third year and expanding access to high-impact practices, such as integrating research opportunities into coursework. (Higher Ed Gamma)

Partner News

Cal Poly Pomona: Sixty Cal Poly Pomona faculty members earned their ACUE Certificate in Effective College Instruction (PolyCentric)

Tarleton State University: Tarleton State University announces the launch of its first ACUE cohort of faculty across multiple disciplines (Tarleton State News)
Vance-Granville Community College: Instructors Meet at VGCC to Learn about Teaching Strategies (The Daily Dispatch)

Photos of the Week

Congratulations to the ACUE credentialed faculty at Cal State LA (left) and Purdue University Northwest (right)!

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