Notes on teaching. These were orginally just my notes on teaching online, but they will soon expand to more general issues about teaching.
Making talking-head videos (Essay #46)
Short reflections on having to maketalking headvideos.
Academic honesty (Musing #311)
Or lack thereof.
Measurable course learning outcomes (Musing #495)
A recommendation from the Dean’s office.
Academic (dis)honesty (Musing #496)
And those it affects.
Excused and unexcused class absences (Musing #504)
Dealing with students who miss class.
Coarse-grained grading (Musing #506)
Looking at the big picture, rather than individual details.
Setting up a
rhythm for CSC 322 (Musing #509)
Helping students by making weeks (or two-week blocks) follow the same pattern.
The evolution of CSC 151 (Musing #510)
How the course came to its current state.
Forgetting what I’ve written (Musing #513)
Did I already muse about using graders? I forget. In any case, this musing ends up serving as another explanation of why I use graders and an excuse to whine about my workload.
Updating course schedules for a new semester (Musing #516)
Updating course schedules for a new semester, continued (Musing #517)
Increasing the complexity.
Working in pairs on assignments (Musing #549)
A note to my students.
Pausing for breath (Musing #550)
A strategy for designing syllabi.
An ethics assignment for CSC 322 (Musing #568)
Designing a different kind of writing assignment.
The CSC 151 photo quiz (Musing #572)
One of my favorite quizzes.
Back-to-back classes (Musing #583)
Even more challenging for faculty than they are for students.
A teaching resource, in progress.
Developing an alternate end-of-course evaluation (Musing #632)
Asking directly about College-wide learning outcomes.
Graduation 2018 (Musing #638)
Reflections on watching students graduate.
Checking in (a quick teaching tip) (Musing #652)
Reacting to absences.
Considering the distribution of topics between courses.
Rate you professors’ … Hotness? (Musing #674)
Inappropriate but useful.
Extra-credit policies and wellness (Musing #709)
Making the implicit explicit.
Course SMURFS (Musing #742)
An alternative to course goals and course outcomes.
SamR’s sarcasm (Musing #745).
It’s time for a change.
Making a video lecture (Musing #762)
Outside my comfort zone.
Adding a basic needs statement to the course syllabus (Musing #843)
A draft schedule for CSC 207 2019S (Musing #846)
What goes where?
Updating my course webs (Musing #848)
Fun with technology.
Captioning animated GIFs (Musing #858)
Working on accessible assignments.
Pronouns (Musing #901)
Attempting to be inclusive.
Equity (Musing #913)
Different approaches and different models.
Further reflections on syllabus guidelines (Musing #925)
Learning from my friends and colleagues.
Synchronous or asynchronous? (Musing #1037)
Some initial thoughts.
Web-based software for making appointments (Musing #1045)
Mock advising (Musing #1053)
Not as good as the real thing.
Getting sucked into the Microsoft ecosystem (Musing #1077)
Unintuitive, but integrated.
Constructionism (Musing #1079)
Grounding my scholarship.
Semisemesters or Septisepta or whatever we’re calling them (Musing #1081)
Lots of work, but how much?
Software for synchronous online face-to-face teaching (Musing #1090)
Revising our priorities.
A letter to my Tutorial students (Musing #1095)
Selecting courses (Musing #1099)
Would I be a difficult advisee?
Mastery grading (Musing #1112)
Trying to master a new kind of grading.
Reflections on remote teaching in Term Two of Fall 2020 (Musing #1121)
Looking back, looking ahead.
Ah, the joys of technology.
Cutting curbs and other thoughts on universal design (Musing #1126)
Not all universal design is really universal
An Awkward class design (Musing #1138)
Maybe I shouldn’t use my HCI class as a usability test.