Blog Posts

Responding to Student Writing without Losing Your Mind

Billie Franchini Interim Director, Institute for Teaching, Learning and Academic Leadership - University at Albany-SUNY As instructors, we feel responsible for helping our students write better, and we believe that offering feedback is essential to improvement. But did you know that the amount of feedback is less important than the type of feedback students receive? In fact, spending too much time responding to student writing (especially correcting all of their errors) can actually be detrimental to their progress. All of this is good news when it comes to creating a strategy for giving students feedback on their writing: we shouldn’t spend all of our time marking every error on the

The Power of Stories: Engaging Students Through Digital Stories

Amy Gross, PhD The Lilly Conferences on College and University teaching are known for their engaging keynote sessions and faculty led general sessions. However, I have found that I also come home with some key ideas from the informal conversations with colleagues at meals, waiting for sessions to start, or walking through the hallways. At a conference in Greensboro, NC I had breakfast with a woman who supported technology use on her campus. I asked her about what kinds of new things faculty were doing with technology and she described how some faculty are trying to use digital stories to engage students in new and different ways. Then, when Jeannie Loeb’ keynote described the brain’s

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