CTL

What motivates students to cheat and how can we prevent cheating? Join us every other week for this summer’s CTLgrads Bookclub as we read Cheating Lessons (2013) by James Lang, PhD, and dig into the research on student learning, memory, attention, and motivation and what it can tell us about why students cheat. These sessions are open to graduate students and postdocs, feel free to join any or all sessions throughout the summer! Please read the pages/sections listed below in order to contribute to and learn from this bookclub session.

Register here.

Pre-reading for this session:

Pages 105-128 (Chapter 6: Lowering Stakes)
Access Lang’s book on Clio here: https://clio.columbia.edu/catalog/14043242
Participants are expected to read approximately 35 pages prior to each session. During our discussions, we will focus on how to translate education research and Lang’s recommendations into our own teaching practices—in person or online.

Lang, J. (2013). Cheating lessons: Learning from academic dishonesty. Cambridge, Massachusetts: Harvard University Press.

NOTES:

The CTLgrads Bookclub will be held ONLINE. Registered participants will be sent a meeting ID and passcode to join this session via Zoom.
Same-day registrations must be handled by emailing CTLgrads@columbia.edu.
Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.

How do I engage and build rapport with students in my large online course? How can I promote academic integrity? How can I use my TAs effectively?

In this session, we will explore these challenges and discuss ways to implement evidence-based strategies to make large online courses more manageable and rewarding for faculty and students alike.

Register here.

Unable to join us for this workshop? Check the CTL events calendar for future offerings of this workshop or schedule a consultation.

Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.

This event may be photographed. Note, if this is an online event, CTL staff may take screenshots. For concerns, contact ColumbiaCTL@columbia.edu.

Are you frustrated that the feedback you give to students seems to go unnoticed/unused? Tired of pouring over students’ work and spending hours grading? Do you wonder how to make the feedback you give more effective?

If you answered yes to any of these questions, this workshop is for you! Together we will reflect on our current feedback practices. Participants will explore the connection between feedback and student learning, and learn about giving feedback that is actionable, timely, and efficient. Through activities, discussion, and reflection, you will craft an individual plan that incorporates evidence-based feedback strategies that are transparent, time-saving, and effective into your teaching practice.

Register here.

In advance of this session, we ask that registered participants read the CTL’s online resource: Feedback for Learning, which will inform the session activities.

After attending this session, participants should be able to:
Reflect on current feedback practices
Develop a plan to deliver feedback that advances student learning in their specific courses and disciplinary context

Unable to join us for this workshop? Check the CTL events calendar for future offerings of this workshop. Engage with our asynchronous offering on this topic: Feedback for Learning (on-demand resource); Peer Review: Intentional Design for Any Course Context (on-demand resource); or schedule a consultation.