Volume 15

Issue Ten: New Chalk Talk Special Illustrated Edition

Mahmoud Shaltout Ph.D., visiting assistant professor, Core Curriculum

In April 2017, Center for Learning and Teaching, in collaboration with the Center for Transforming Undergraduate Education at the University of Delaware, ran AUC’s first Problem-based Learning (PBL) Institute. This institute was attended by over 20 faculty members from across the schools, breaking down the disciplinary divides and bringing innovative faculty together to explore how PBL can best be implemented in AUC classrooms. Read more

Issue Ten Supplement: Fall 2017 Faculty Development Institutes and Workshops

Issue Nine: Challenging Faculty Assumptions about Content When Adopting Problem-based Learning

Mark A. Serva, Ph.D., University of Delaware

Problem-based learning (PBL), as well as other inquiry-based pedagogies, enhances student learning by engaging students in the learning process. Students engaging in PBL solve problems, think analytically, and work with ambiguous information. Research consistently demonstrates the effectiveness of PBL ( as well as the ineffectiveness of more passive approaches, such as a lecture. Read more

Issue Eight: What is Integrative Learning and Why Does it Matter? An Integrative Learning Ecology

Carol Clark (ELI), Ghada Elshimi (RHET), Doris Jones (RHET), Tamer Shoeib (CHEM), Alessandro Topa (PHIL)

Typically, students in liberal arts universities receive their formal education in two discrete parts – their courses of major, which prepare them for their chosen career, and a core curriculum, which introduces them to the liberal arts, widens their worldviews and cultivates critical inquiry, communication skills and intellectual habits of the mind. While this separation is practical in terms of structural efficiency, concerns about this artificial divide have preoccupied educators for some time, as it implies to students and faculty that liberal education examines abstract or theoretical areas of study. At the same time, content-related learning is relevant to real-world industries and careers. Read more

Issue Seven: Best Feet Forward Instructional Designers as Pedagogical Consultants

Sean Michael Morris, instructional designer, Middlebury College

This article was initially published at Middlebury College’s blog MiddCreate and is republished with the permission of the author. I was perhaps more an instructional designer as the English Program chair at the Community Colleges of Colorado Online than I was in my first job under that title. Instructional design has a long history outside of formal education; it’s been used by businesses for decades as a scaffold upon which to build skills training for employees.Read more

Issue Six: Tips for Inclusive Teaching

Maha Bali, associate professor of practice, Center for Learning and Teaching and Steve Greenlaw, professor of economics, university of Mary Washington

It started with a blog post. Maha wrote about how we often reproduce marginality in open online spaces (Bali, 2016a) This got Steve thinking about ways of being more inclusive in regular classrooms, and our discussion led to some of these (noncomprehensive) tips for creating classroom atmospheres that are inclusive of students who are minorities, uncomfortable speaking in class, or non-native speakers. It is crucial for the instructor to determine what the problem is for each particular class. Are some uncomfortable students speaking because they have little experience doing so? Read more

Issue Six Supplement: Faculty Development Institutes and Workshops

Issue Five: Data-Driven Visual Communication: A Data Literacy Framework

Doris Jones, senior instructor, Department of Rhetoric and Composition, director, common reading program

Advances in information and communication technologies have created a surge of interest in data literacy visualization courses for their potential to help students critically interrogate, design, and communicate complex information effectively (Osterman, 2013). This rise in data literacy has also been influenced by the increasing availability of data visualization tools (Lankow et al., 2012). Read more

Issue Four: A Snapshot of AUC’s Faculty Use of Blackboard: Are Data Analytics a Measure of Our Faculty’s Digital Literacy?

Aziza Ellozy, founding director, Center for Learning and Teaching, associate dean for learning technologies and caroline Mitry, senior CLT officer, pedagogy and assessment

One of the biggest challenges that faculty developers face in the US (Johnson, Adams Becker, Estrada & Freeman, 2014) and elsewhere is to enhance the digital literacy of faculty, and more often than not the benchmark by which faculty measure themselves is by the use of a Learning Management System (LMS). Read more

Issue Three: Empowering Students through Mentoring

Ghada El Shimi, associate dean of undergraduate studies, Academy of Liberal Arts

The word “mentoring” conjures up in my mind images of the young apprentice in a medieval blacksmith’s shop. The young boy observes intently as the craftsman’s strong arms raise the hammer and bring it down to strike the metal rod. Sparks fly. By the end of the day, the loud sounds of clanging are hardly noticed. Memorable conversations take place in this dark little shop – they talk about the day’s work, the clients and their families, the rising price of coal, and the workshop the boy dreams of having. Read more

Issue Two: Reflections on End-of-Semester Evaluation

Hoda Mostafa MD, associate professor of practice, associate director, Center for Learning and Teaching

Anyone teaching in higher education is familiar with the debate around end-of-semester student evaluation. Student participation is often low, student perceptions of the utility of these evaluations can sometimes deter them from actively participating, and faculty frustration with the somewhat biased results adds to the dilemma. Read More

Issue Two Supplement: Faculty Development Institutes

Issue One: Examinations: Are we Assessing Our Learning Outcomes?

Ezzeldin Yazeed Sayed Ahmed, professor and graduate director, Department of Construction Engineering

I always ask myself this question: am I fairly and effectively assessing my students’ learning outcomes by examinations? The answer never fails to put me ill-at-ease! Read more

Volume 14

Issue Ten: CLT Workshops: in the eyes of Dr. Mahmoud Shaltout

Issue Nine Supplement: Spring 2016, Faculty Development Institutes and Workshops

Issue Nine: Learning Together

Issue Eight: Learning to Analyze and Critically Evaluate Ideas, Arguments, and Points of View

Issue Seven: Exploring the Digital Humanities at AUC #DHAUC

Issue Six: Reflective Pedagogies and the Metacognitive Approach to Reading Comprehension

Issue Five Supplement: CLT Faculty Workshops – Fall 2015

Issue Five: Provost’s Teaching Enhancement Initiative

Issue Four: Trends, Challenges and Technologies for Higher Education: Where Does AUC and Our New Strategic Plan Stand?

Issue Three: The Learning Game

Issue Two: Reflections on the EURECA Conference and Creatopia Day

Issue One Supplement: CLT Faculty Workshops: Spring 2015

Issue One: Game On! Enhancing Engagement with Student-Generated Games

Volume 13

Issue Ten: Blended Learning at AUC: An Overview

Issue Nine: Cross-cultural Pedagogical Exchange: Dialogue between AUC and Partner Universities from the Arab World, the Global South and the West

Issue Eight: the Case for Historical Reenactments

Issue Seven Supplement: CLT Faculty Development Institute and Workshops: Fall 2014

Issue Seven: Want Your Students to Think Creatively and Critically?

Issue SIx: Time to Open the Discussion on Open Access

Issue Five: LeGoûtDe La Lecture(The Love of Reading)

Issue Four: Engaging Students in Creative and Collaborative Multimedia Content Production – An Alternative Form of Assessment

Issue Three Supplement: CLT Faculty Workshops: Spring 2014

Issue Three: Conflict as a Source of Learning

Issue Two: Where’s the Box? Out of the Box Thinking in the Core Curriculum

Issue One: Twitter in the Classroom

Volume 12

Issue Ten: EducatingCitizens: An AUC Priority? ( Part II)

Issue Nine: Educating Citizens: An AUC Priority?

Issue Seven: Bridging the Great Divide: Teaching to Interest (Part I)

Issue Eight: Bridging the Great Divide: Teaching to Interest (Part II)

Issue Six: Critical Citizenship in Practice

Issue Five: Blended Learning: An Alternate Format for Course Delivery (Part 2)

Issue Four: Blended Learning: An Alternate Format for Course Delivery (Part 1)

Issue Three Supplement: CLT Faculty Workshops: Spring 2013

Issue Three: Blogging: A Powerful Tool for Student Self-Expression, Reflection and Knowledge Construction

Issue Two: The “Wicked Problems” of Pedagogy and Teaching With Technology

Issue One Supplement: CLT Faculty Workshops: Fall 2012

Issue One: Visual Thinking in the Classroom (4) – Digital Narratives: Preparing Students to be Digital Authors (Part 2)

Volume 11

Issue Ten: Visual Thinking in the Classroom (4) – Digital narratives: Preparing students to be digital authors – PART 1

Issue Nine: Why They Do Not Read? A Personal Statement

Issue Eight Supplement: CLT Faculty Workshops: Spring 2012

Issue Eight: Visual Thinking in the Classroom (3) – Teaching with Timelines: Using Space to Understand Chronology

Issue Seven: Which New Year Resolution: Enhance Learning by getting my student to read more OR Explore how Educational Technologies can enhance learning

Issue Six: Visual Thinking in the Classroom (2) – ‘Read for a Minute, Discuss for an Hour’

Issue Five: Visual Thinking in the Classroom (1) – Images as Metaphors

Issue Four: GradeMark: Socio-Technical Change in Mediated Writing Assessment Tools – A Call for Critical Review

Issue Three Supplement: CLT Faculty Workshops and Fora: Fall 2011

Issue Three: Richard Byford Responds to: “To Read, or Not to Read…But That’s Not the Question!”

Issue Two: To Read, or Not to Read … But That’s Not the Question!

Issue One: Educating Citizens: Preparing AUC Students for the New Egypt

Volume 10

Issue Ten: How to Evaluate Teaching

Issue Nine: Pedagogy and the Revolution

Issue Eight Supplement: CLT Faculty Workshops: Spring 2011

Issue Eight: Improvement and Assessment of Teaching Effectiveness: Some Issues under Discussion

Issue Seven: Assessment of Teaching Quality: A Personal Contribution to the Current Debate

Issue Six: Lecture Capture at AUC: Enhanced Active Learning

Issue Five: Reflections on Faculty Development”

Issue Four: CLT Faculty Institute, Workshops, and Fora: Fall 2010

Issue Three: Teaching Versus Research Moving the Debate Forward (Part Two)

Issue Two: Teaching Versus Research: Moving the Debate Forward (Part One)

Issue One: Science and the New Landscape of the 21st Century: Role of universities in transforming societies and shaping cultures

Volume 9

Issue Ten: The Value of a Teaching and Learning Center

Issue Nine: E-portfolios: a new initiative at AUC

Issue Eight Supplement: CLT Faculty Institutes – Spring 2010

Issue Eight: E-Content: Student Content Creators: Convergence of Literacies

Issue Seven: Using Classroom-Based Technologies to Engage Students and Promote Learning

Issue Six: IDear Colleague: Are You Aware of Self Plagiarism in Academic Publications?

Issue Five: Intelligent Redesign: A Collaborative Approach to “Scientific Thinking”

Issue Four: Face to Face Communication and Computer-Mediated Learning: Building Communities with Social Presence

Issue Three: Critical Friendship Circles

Issue Two: The 2+ 2 schedules: revisiting active learning in the classroom

Issue One Supplement: CLT Faculty workshops: Fall 2009 – Active Learning Series

Issue One: Inquiry-Based Learning: A Powerful Approach to Facilitating Learning in Any Discipline

Volume 8

Issue Ten: Understanding © & Educational Fair Use at AUC

Issue Nine: Better Research Assignments

Issue Eight: If learning is a social process, where does Web 2.0 fit in?

Issue Eight Supplement: CLT Faculty Workshops: Spring 2009

Issue Seven: Grading or Assessing Learning? Seasonal thoughts for reflection!

Issue Six: Reflections on assessment, rubrics, and e-portfolios

Issue Five: The View From Behind the Reference Desk

Issue Four Supplement: CLT Faculty Workshops: Fall 2008

Issue Four: Experiential Teaching

Issue Three: Reflective Practices in Learning and Learning Transfer

Issue Two: The Pedagogy of Community-Based Learning: Do Students Learn?

Issue One: Learning Outcomes: Why do we need them?

Volume 7

Issue Ten: Reflective Practices in Mathematics Courses (Part 2)

Issue Nine: Reflective Practices in Mathematics Courses (Part 1)

Issue Eight Supplement: Faculty Workshops: Spring 2008

Issue Eight: Concept/Mind Mapping: Initial Experience and Lessons Learned (Part 2)

Issue Seven: Concept/Mind Mapping: Initial Experience and Lessons Learned (Part 1)

Issue Six: Getting students excited about your course: A tip from the best university teachers

Issue Five: Learning Commons: Where learning can be SEEN & the sounds of learning can be HEARD

Issue Four Supplement: Faculty Workshops Fall 2007

Issue Four: Learning Commons: Enhancing student learning & scholarship

Issue Three: “Better Thinkers, Better Futures” (3) The Perry model (cont’d)

Issue Two: “Better Thinkers, Better Futures” (2) – The Perry Model: Dualism

Issue One: “Better Thinkers, Better Futures” (1) – What Research Tells Us

Volume 6

Issue Ten: Experiences with Role-Playing in Class at AUC

Issue Nine Supplement: Faculty Workshops: Spring 2007

Issue Nine: Role-Playing in Class: animates discussion and enhances active learning

Issue Eight: New Initiative: “Clickers” In Our Classrooms

Issue Seven: Visual Learning Objects: enable faculty to focus on active learning

Issue Six: Learning Objects: The return of the “visual” to active learning?

Issue Five: Towards a culture of evidence: Part 3. Using assessment to improve learning

Issue Four Supplement: Faculty Workshops: Fall 2006

Issue Four: Towards a culture of evidence: Part 2. Formative assessment and the gathering of information

Issue Three: Towards a culture of evidence: Part 1. Developing and writing learning outcomes

Issue Two: Learning Relationships: From Theory to Designing Learning Objects

Issue One: Multiple Intelligences Re-Visited

Volume 5

Issue Ten: Multiple Intelligences: What It Is and Why It’s Vital Today

Issue Nine: The Write Place for Communication

Issue Eight: Engaging Hur: Reflections of a service-learning adventurer

Issue Seven supplement: Faculty Workshops: Spring 2006

Issue Seven: AUC Academic Integrity Campaign is paying off

Issue Six: Learning Technologies: passport to the land of significant learning:

Issue Five: Beyond the “sanctity of the content”: e-portfolios

Issue Four: CLT’s new initiative: mid-semester feedback for instructors

Issue Three: “Making the Case for Visual Rhetoric”

Issue Two: “The Critical Thinking Rubric”

Issue One: Critical Reading: a guide for your students

Volume 4

Issue Ten: Sustainable Excellence in Communicating Across the Curriculum

Issue Nine: The Course Website: WebCT or Platform Free?

Issue Eight: The Course Homepage: Items to Consider

Issue Seven: A Model for Computer Supported Learning in Undergraduate Education

Issue Six: SMART Classrooms, Classroom Action Research, and Electronic Portfolios

Issue Five: Toward a Scholarship of Teaching and Learning Classroom Action Research at AUC

Issue Four:Learning Spaces Moving Beyond the Confines of the “Classroom Walls”

Issue Three: “New Learning Spaces”: an eye towards our new campus

Issue Two: Active Learning (4) Is Cooperative/Collaborative Learning a Self-Less Pursuit?

Issue One: Active Learning (3) Three Easy Pieces

Volume 3

Issue Ten: Active Learning (2) Cooperative/Collaborative Learning

Issue Nine: Active Learning (1) The Peer Instruction Method

Issue Eight: Reviewing the Effectiveness of Your Courses: Data in WebCT

Issue Seven: Writing to Learn?

Issue Six: Smart Classes in Smart Classrooms (2) Effective Use of Classrooms with Student Computers

Issue Five: Smart Classes in Smart Classrooms (1) Effective Use of Data Displays

Issue Four: Spring 2004 Faculty Workshop Series

Issue Three: “Help! I Have No Focus”: Student-Centered Discussions on WebCT (Part II)

Issue Two: “Help! I Have No Focus”: Student-Centered Discussions on WebCT (Part I)

Issue One: More of the “Guide on the Side” and Less of the “Sage on the Stage”?

Volume 2

Issue Ten: WebCT: Our Students Want More of It

Issue Nine: Learning Styles, Strategies and Practice: “You’re OK, I’m OK, we’re just different!”

Issue Eight: Learning and Teaching and Then, Learning All Over Again (Part II)

Issue Seven:Learning and Teaching and Then, Learning All Over Again (Part I)

Issue Six: Learning and Teaching Styles

Issue Five: “At AUC, Academic Integrity MATTERS”

Issue Four: Cooperative Learning (3)

Issue Three:Cooperative Learning (2)

Issue Two: Cooperative Learning (1)

Issue One: How to Encourage Pre-class Reading: The Web-based Discussion

Volume 1

Issue Ten: Seven Principles for Good Practice in Undergraduate Education

Issue Nine: The Student Technology Assistants (STA) Program

Issue Eight: Fair Use Guidelines for Educational Multimedia

Issue Seven: More Thoughts on Plagiarism from a Colleague

Issue Six: The New Plagiarism

Issue Five: Critical Thinking (2)

Issue Four: Critical Thinking (1)

Issue Three: Pedagogy First, Technology Second -The Do’s and Don’ts of Teaching with Technology

Issue One: A new Center and a welcome from the Director

Issue Two: Classroom Assessment Techniques (CATs) -The Minute Paper

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