Try the Ultra View Prompt in Blackboard Classes

By Russell Davidson; Associate Director for Digital Education, Center for Excellence in Teaching and Learning, Office of Digital Education The next time you open a newly created course site on Blackboard, you will be presented with a message suggesting you, “Try the Ultra Course View!” In this article, we will briefly look at why you […]

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Creating Course-Based Undergraduate Research Experiences

By Mia Hairston, CETL Staff With many existing formats for research-based initiatives available, facilitating a meaningful research experience for students requires consideration of many variables including essential questioning, opportunities for original research, and methods of experimentation. In a university such as Detroit Mercy with approximately 600 declared science majors and 11 active research faculty, CUREs […]

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Resources Regarding Normalizing Challenges and Encouraging Students to Use Resources

Student Experience Project: Faculty can register to engage with a variety of (free) training materials to encourage a sense of student belonging in their courses. The Writing Center at the University of Detroit Mercy: https://www.udmercy.edu/current-students/writing-center/index.php The Student Sucess Center at the University of Detroit Mercy: https://www.udmercy.edu/current-students/support-services/success-center.php Literature and Resources College Students with Children are Common […]

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NC-SARA and Exclusive Distance Education

By Mia Hairston, CETL Staff The continual shift in educational landscape has called for stakeholders including educators, legislators and the U.S. Department of Education to establish a means of uniformity, accessibility and provision surrounding post-secondary distance education nation-wide. This has led to the founding of the State Authorization Reciprocity Agreements (SARA). SARA is a set […]

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Connecting to Course Outcomes Throughout the Semester

By Dr. Erin Bell, CETL Staff January marks the start of a new semester, and with it comes the joy of sharing and exchanging knowledge and subject matter expertise with students. As a standard, most professors review their syllabi with their students during their first course session(s). While some professors may present their syllabus during […]

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A Case for Weighted Totals

By Russell Davidson; Associate Director for Digital Education, Center for Excellence in Teaching and Learning, Office of Digital Education Blackboard’s Grade Center (or Gradebook, in Ultra-style courses) is a powerful tool that makes it much easier for both students and faculty to track student performance and share feedback on graded items. As a dedicated grading […]

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A Reflection: Fifty Years of Title IX

By Megan Novell, Title IX Coordinator and Equity and Compliance Specialist This year marks the fiftieth anniversary of the passage of Title IX of the Education Amendments Act of 1972.  In those fifty years, this single sentence of a piece of omnibus educational legislation has reshaped American education for girls and women, and more recently for […]

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Resources Regarding Gathering Student Feedback

Coulter, Robert W. S., and Lindsay Onufer. “Using Student-Led Discussions and Snapshot Lectures to Stimulate Active Learning and Accountability: A Mixed Methods Study on Teaching an Implementation Science Course.” Pedagogy in Health Promotion, vol. 8, no. 1, 2022, pp. 30–40. https://dalnet-primo.hosted.exlibrisgroup.com/permalink/f/sicv3p/TN_cdi_crossref_primary_10_1177_23733799211050088 Flodén, Jonas. “The Impact of Student Feedback on Teaching in Higher Education.” Assessment and Evaluation […]

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Submitting for Publication: Avoiding Predatory Publishers and Choosing a Legitimate Journal

By Jill Turner, Library Professor, Dental Library, and Jennifer Bowen, Assistant Library Professor, Dental Library The manuscript has been written and now all that remains is to find a venue in which to publish. Although not the only option, journals are the popular choice for faculty, especially those pursuing tenure or promotion. Authors may wish […]

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Resources and Scholarship Regarding Student Navigation and Utilization of Books and Other Texts

Jensen, Mark, and Lauren Scharff. “Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course.” The Journal of Scholarship of Teaching and Learning, vol. 19, no. 3, 2019, pp. The journal of scholarship of teaching and learning, 2019, Vol.19 (3). doi: http://dx.doi.org.libproxy.lib.unc.edu/10.14434/josotl.v19i2.23978 Permalink: https://dalnet-primo.hosted.exlibrisgroup.com/permalink/f/sicv3p/TN_cdi_doaj_primary_oai_doaj_org_article_e8abe877db2b469a89cbeb61bedc8cd2 Reading to Remember: Textbook Strategies. Willamette University. Retrieved from http://willamette.edu/offices/lcenter/resources/study_strategies/reading2remember.html SQ3R […]

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