Faculty on Teaching |
Faculty on Teaching
These are short pieces on teaching written by Notre Dame faculty members who have participated in Notre Dame Learning programs, such as the Kaneb Center Course Design Academy or the Office of Digital Learning’s Digital Learning Sprints.
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Faculty on Teaching |
‘Unparalleled Opportunities’: A Reflection on the Kaneb Center Course Design Academy
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Faculty on Teaching |
Final Steps: Using a Gallery Walk to End the Semester in Motion
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Faculty on Teaching |
Understanding the Limits of Lecture
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Faculty on Teaching |
Visualizing Success: Using Video to Boost Student Lab Readiness and Confidence
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Faculty on Teaching |
Experimenting with Team Roles in the Classroom: The Rotating Project Manager
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Faculty on Teaching |
Enhancing the (Inter)active Lab Experience
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Faculty on Teaching |
Brainstorming Sessions in Graduate Classes: Making Complex Topics Exciting
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Faculty on Teaching |
Five Lessons for Thriving in Online Teaching
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Faculty on Teaching |
‘What Do I Need to Do to Get an A?’: Rethinking Rubrics to Combat Student Box-Checking
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Faculty on Teaching |
AI & the Arts? Building Critical Literacy Through Creative Engagement
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Faculty on Teaching |
Reverse-Engineering the Process to Reach Our Expectations
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Faculty on Teaching |
‘Only as Smart as the User’: Prioritizing Student Learning in a Sea of AI
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Faculty on Teaching |
Designing a Writing Course in the Age of AI
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Faculty on Teaching |
AI and Game-Based Learning Enhance Study of Spanish Language and Culture
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Faculty on Teaching |
Reimagining the Syllabus: Embracing Human-Centered Design and Inclusivity
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Faculty on Teaching |
Enhancing Residential Learning with Intentionally Designed Video Lectures
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Faculty on Teaching |
Learning as a Collective Effort
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Faculty on Teaching |
Embracing Student-Centered Interactive Instruction and Meaningful Assignments
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Faculty on Teaching |
Reflections on Translating a Career in Industry to the College Classroom
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Faculty on Teaching |
Do They Understand? Checking Students’ Understanding of Complex Topics
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Faculty on Teaching |
The Trauma-Informed Classroom
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Faculty on Teaching |
Transparent Assignment Design: Purpose Statement