ConneCTEd: January Edition

Welcome back! We hope you had an enjoyable and restful winter break and are excited for the new semester. Our first issue of 2020 includes resources to help you get off to a great start, upcoming events, and team news--we'll introduce you to our newest team member.

Diversity And Inclusive Teaching Practices In STEM

Diversity is vital for the pursuit of knowledge in Science, Technology, Engineering, and Mathematics (STEM), yet many STEM fields lack gender, ethnic, and disability diversity.

ConneCTEd: November/December Edition

As you enjoy the last days of the semester and a well-deserved winter break, the CTE team looks forward to connecting with you in 2020! The last issue of 2019 includes resources help you reflect on the past few months and look ahead, upcoming events, and team news.

Making Sense and Use of Student Evaluations

Another semester is nearly in the books. While students are busy with final assignments and exams, instructors are tying up administrative loose ends and enjoying a brief lull before grading picks back up. In due time, you will have the opportunity to reflect on how things went. Though not the only source of information, student evaluations can help you identify what went well and what might be improved.

teaching, education, learning

ConneCTEd: October Edition

This issue includes the latest CTE blog post on the longhand vs. laptop note-taking debate, in addition to note-taking resources, upcoming events and deadline reminders, and team news. We also debuted our 2018-19 annual report and featured recent research by CTE faculty.

Research Minute: Laptop vs. Longhand Note-taking Still Open to Debate

A recent replication study once again revived the debate over whether taking notes longhand or on a laptop leads to better test performance.

learning, teaching

ConneCTEd: September Edition

In this newsletter, we highlight articles trending in the teaching and learning community, a new CTE blog post, information on upcoming CTE events, and a team update.

Research Minute: Actual vs. Feeling of Learning in Active Learning

A new study out of Harvard University aims to shed light on why many students are resistant to active learning. The study, published in Proceedings of the National Academy of Sciences of the United States of America, measured students’ actual learning versus their self-reported perception and feelings of learning using a highly controlled randomized experimental study.

teaching, learning, active learning

ConneCTEd: August Edition

This newsletter is all about firsts: this is our first issue of ConneCTEd, we recently launched some first-of-its-kind programming, and the first days of class are nearly upon us. The CTE team wishes you a great start to the semester and we hope you will continue connecting with us throughout the year.

Research Minute: Reimagining Teaching and Learning Together

Typically, faculty teach to students. What happens if we framed the task differently, aiming to teach with students? That was the idea behind Co-create UVA, an initiative founded by student-led group ReinventED Lab and the Center for Teaching Excellence in 2014.

education, students as partners, collaboration


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