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TLS BLOG

Ask Students to Set the Tone for Your Class

Jeremiah Parry-Hill--As part of RIT’s 2017 New Faculty Orientation, I led an interactive exercise called “Best and Worst Class” that comes from Maryellen Weimer’s Teaching Professor blog (link: https://www.facultyfocus.com/articles/teaching-professor-blog/first-day-of-class-activities-that-create-a-climate-for-learning/) Weimer proposes that by getting students to take an activ

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Engaging with Student Motivation

Rebecca Johnson--One of my favorite books is How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose and others. The chapter I turn to again and again is “What Factors Motivate Students to Learn?” Ambrose, et al, make it clear that while we may worry about how to engage students, ultimately it’s the students who have to make decisions about how they spend their time and focus their attention.

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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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How can I inspire students to enroll in my course?

Rebecca Johnson—You’ve just spent a semester building an online course or preparing for a face-to-face course. After all of your hard work, you sit back and wait to see whether students will enroll. Whether they actually do so is largely beyond your control, but here are a few things to consider.

Engaging the Potential Student

Much of the same advice you’d get about how to engage students in your current class applies to writing a good course description to attract potential students.

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10 Tips for Success from New Online Teachers

Jeremiah Parry-Hill—During the spring semester, RIT’s Teaching and Learning Services hosted a series of workshops for faculty new to developing online courses. After each faculty member taught their newly designed course for the first time, we asked them to write a reflection on how the course went and how they would improve the course before the next offering. With their permission, we’ve taken those reflections and distilled from them 10 tips for improving an online course.

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Faculty Stories: Christine Cray Says "Ditch the Syllabus"

Christine Kray—Teaching online has required a shift in my approach to course instruction. When I talked with a colleague at another university about my experience teaching online, she asked, “But don’t you just have to post your syllabus?” Nothing could be further from the truth. (This made me realize how far afield people’s understandings of online teaching can be—even those of fellow academics!)

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Connecting Classwork to Workplace Success

Rebecca Johnson—For faculty who struggle with persuading career-minded students to devote time and intellectual energy to a general education course, R. Eric Landrum has devised a strategy.

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Faculty Stories: Neil Hair and Serving a Client in an Online Environment

Marybeth Koon—Students in the online executive marketing EMBA program pose a range of unique challenges for Neil Hair, executive director of the Innovative Learning Institute and associate professor of the E. Philip Saunders College of Business. In addition to completing courses in a compressed time while working full-time in demanding jobs, they are often widely dispersed around the globe. However, they are also experienced, motivated students who are able to work independently, and are ready to work on real-life problems.

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