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TLS BLOG

Faculty Prepare? For Us? – A Student Perspective on Faculty Commitment to Teaching

Annie Coughlan--Over the course of this fall semester, I have been working as a full-time marketing co-op at RIT’s Innovative Learning Institute (ILI). What’s the ILI? Simply put, the ILI is dedicated to helping faculty teach more effectively, whether they are in a physical or virtual classroom. As a co-op, I’ve been privy to what goes on behind the scenes, and I’ve uncovered something that I feel is important to share with my fellow students. Our professors work hard to deliver courses to us.

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Faculty Stories: Kate Wright and Online Annotation for Class Assessment

Marybeth Koon--When Kate Wright of RIT’s College of Science heard about the web-based program Nota Bene, she thought it could be a good tool to help her have a better understanding of her students’ learning and also increase peer interaction in a large lecture class. Through Nota Bene, Kate’s students can read and annotate PDF documents that she posts to the application website. Based on the comments and discussions among students, she can gauge their grasp of the material and modify her classes as needed to ensure that students are learning the content.

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On the PLIG 2016 Showcase

Michael Starenko--On November 3, the Innovative Learning Institute (ILI) and Teaching and Learning Services (TLS) hosted the 2nd annual Provost’s Learning Innovations Grant (PLIG) Showcase in University Gallery. Attendees had the opportunity to speak to PLIG recipients about their experiences using these grants and what they discovered about teaching and learning in implementing their projects.

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Faculty Stories: Sandi Connelly and How Online Teaching Is Different

Rebecca Johnson—When she moved her large-enrollment biology courses online, Sandi Connelly wanted to create an environment that met the educational needs of both supported and non-supported students.

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Student Engagement and the Problem of Expertise

Rebecca Johnson and Jeremiah Parry-Hill—Expertise is a double-edged sword. Teachers can forget how long it takes to become an expert. Learners often can’t see that they’re novices.(Kruger and Dunning 1999) Experts can’t remember what it’s like to be a novice. Novices don’t believe they need help. How can the skillful teacher navigate this pair of ill-fated misconceptions?

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