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RIT Ready: Moving Forward Into Fall
Faculty Course Technology Support
TLS BLOG

Using Digital Tools to Support Classroom Activities in All Modes

Rebecca Johnson and Katie Bush--The digital tools that you may be using to teach in a physically distanced classroom can be used to facilitate academic continuity in the event of a pivot to different modes of instruction. In this post, we'll describe digital tools that facilitate common classroom activities across all modes. Contact the Innovative Learning Institute with questions about any of the digital tools that you may be using.

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Continuity of Instruction: What You Should Do to Prepare for Disruption

Michael Starenko--RIT is committed to the continuity of instruction (also called academic continuity) in the event of an emergency disruption that may result in the suspension of all activities, including face-to-face classes on RIT campuses. To prepare for any significant disruption in classes, ranging from closure due to weather or a medical emergency, to a campus evacuation or closure, all RIT faculty should have a plan in place to:

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How to Conduct Your Class Online

You can use myCourses and other RIT-supported online technologies to conduct learning, assessment, and course management activities when on-campus classrooms are unavailable to you and/or your students.

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Access and Inclusion Project FLC Year 1 Case Studies

The faculty who participated in the NSF iUSE grant-funded Access and Inclusion Project have reported back on their strategies and experiences. As we gather more information, these case studies will be made more robust, but for now, here's a sample of the strategies implemented by the Access and Inclusion faculty in the 2016-17 academic year.

 

Classroom strategies employed by the 2016-17 Access and Inclusion Project faculty

Class 

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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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Changing Your STEM Teaching Practice

Rebecca Johnson--You’d like to change some aspect of your teaching practice. There are seemingly limitless resources on what changes to your practice you might make. How do you get started?

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Setting the Terms of a Multimedia Assignment in a STEM Class

Rebecca Johnson--Sandi Connelly teaches a large general education biology class at RIT and was looking for a way to add variety to her assignments. She decided to ask students to make brief videos that explained some aspect of the content they’d been learning. Video assignments are not common in STEM classes; students are unlikely to have much prior experience on which to base their work. Connelly provided both a broad set of guidelines for these video assignments, and then a more specific articulation of an assignment related to particular course content.

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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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The Wallace Library
Room A-600
90 Lomb Memorial Drive
Rochester, NY 14623

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