My latest episode of 60-Second SoTL focuses on instructors’ emotions associated with giving feedback, with particular attention to dialogic feed-forward.
Can the language and design used in course syllabi affect students’ interaction with these documents and students’ perceptions of the course and instructor?
I’m producing three new podcasts for the Center for Engaged Learning, including 60-Second SoTL, which I host. Inspired by Scientific American’s “60-second” podcasts, 60-Second SoTL shares snapshots of recent scholarship of teaching and learning (SoTL). Each brief, 1- to 4-minute episode offers a quick annotation of one or two recent SoTL publications. Show notes link to the article or chapter and, when applicable, related scholarship. Here’s the first episode on designing learner-centered syllabi:
New episodes release every Thursday.