Author: Timia Hairston

By Marwa Abdel Latif, PhD, Assistant Professor of Chemistry Introduction Alternative grading systems (AGS), while differing in design, share a core feature: structured reassessment through redo opportunities that allow students to demonstrate clearly defined, mastery-based learning outcomes (Clark & Talbert, 2023). Rather than treating assessment as a final judgment, the redo process encourages students to […]

Read More… from From Skepticism to Practice: Rethinking Rigor, Mastery, and Redos in Alternative Grading 

A curated collection of articles highlighting how artificial intelligence is shaping higher education, work, and society. The Pangram backlash unfolding on college campuses Source/Date: The Atlantic, September 21, 2026 Summary:  The Atlantic reports that improved AI detectors are gaining campus interest, but faculty and administrators remain divided over accuracy, privacy and the risk of treating […]

Read More… from AI In the News: What We’re Reading

Mia Hairston, CETL Program Coordinator You may know CETL for providing workshops on a variety of educational topics or as the go-to for support services on all things academic technology.  All in all, our goal is, and always has been, to support faculty in meaningful teaching and learning, and that support takes many forms. One […]

Read More… from Knowledge 101: Know Where to Go

By Dr. Marion J. Tate, Ph.D., CETL Assistant Director of Educational Development Within the Jesuit and Mercy educational traditions, teaching is never limited to the transmission of knowledge alone. Alternatively, it calls educators to design learning environments that support the development of the whole person, cultivate reflective learners, and foster intellectual growth. Reflection is a Jesuit practice that invites us to pause, […]

Read More… from Reflection: Designing Learning with Intention in the Jesuit Mercy Tradition 

By Dr. Marion J. Tate, Ph.D., CETL Assistant Director of Educational Development Metacognition is the habit of thinking about and understanding one’s own thinking, which is essential for meaningful learning (Fan et al., 2024; McGuire & McGuire, 2023; Richmond et al., 2017). Yet, a persistent challenge remains: How can instructors help students develop this habit […]

Read More… from Designing for Metacognition: Incentivize Thinking That Transforms Learning

By: L. Michael Verdusco, PhD, CETL Director Weighted Grading: Balancing Importance and Impact  Weighted grading offers several advantages for both instructors and students. One of the main benefits is that it allows instructors to assign different levels of importance to various assignments. For example, projects or exams can carry more weight than homework, reflecting their […]

Read More… from Comparing Weighted & Point-Based Grading  

By Mia Hairston, CETL Program Coordinator A celebration was in order last month at the University Greenhouse as Fr. Charles Oduke blessed the completion of a project rooted in vision, collaboration, and patience. Funded by the CETL Fire Grant based on a proposal written by Dr. Anne-Marie Kosi-Kupe, the greenhouse initiative has navigated its share […]

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By Marion J. Tate, CETL Assistant Director of Educational Development Artificial intelligence (AI) is reshaping the way educators design and deliver learning experiences. Among its many applications, the use of AI chatbots offers new opportunities for experiential learning grounded in social interaction. One example is using chatbots for the simulation of real-world challenges. By integrating […]

Read More… from Reflection: Social Interaction Theory and Chatbot Design

By Mia Hairston, CETL Program Coordinator Fall is the perfect time to jump-start a new self-care practice. Before midterms, daylight savings, and the winter blues creep in, journaling can be just the thing to promote grounding, peace, and connection with the present. Journaling is a reflective practice that can take many forms. It can take […]

Read More… from Pen to Pad: Journaling as a Path to Self-Care