{"id":818,"date":"2021-12-12T12:44:42","date_gmt":"2021-12-12T12:44:42","guid":{"rendered":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?page_id=818"},"modified":"2021-12-12T12:48:02","modified_gmt":"2021-12-12T12:48:02","slug":"archive","status":"publish","type":"page","link":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?page_id=818","title":{"rendered":"Archive"},"content":{"rendered":"\n

Volume 15<\/strong><\/h3>\n\n\n\n

Issue Ten: New Chalk Talk Special Illustrated Edition<\/strong><\/a><\/p>\n\n\n\n

Mahmoud Shaltout Ph.D., visiting assistant professor, Core Curriculum<\/strong><\/p>\n\n\n\n

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<\/a><\/p>\n\n\n\n

Issue Ten Supplement: Fall 2017 Faculty Development Institutes and Workshops<\/a><\/p>\n\n\n\n

Issue Nine: Challenging Faculty Assumptions about Content When Adopting Problem-based Learning<\/strong><\/a><\/p>\n\n\n\n

Mark A. Serva, Ph.D., University of Delaware<\/strong><\/p>\n\n\n\n

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<\/a><\/p>\n\n\n\n

Issue Eight: What is Integrative Learning and Why Does it Matter? An Integrative Learning Ecology<\/strong><\/a><\/p>\n\n\n\n

Carol Clark (ELI), Ghada Elshimi (RHET), Doris Jones (RHET), Tamer Shoeib (CHEM), Alessandro Topa (PHIL)<\/strong><\/p>\n\n\n\n

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<\/a><\/p>\n\n\n\n

Issue Seven: Best Feet Forward Instructional Designers as Pedagogical Consultants<\/strong><\/a><\/p>\n\n\n\n

Sean Michael Morris, instructional designer, Middlebury College<\/strong><\/p>\n\n\n\n

This article was initially published at Middlebury College\u2019s blog MiddCreate<\/a> 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\u2019s been used by businesses for decades as a scaffold upon which to build skills training for employees.Read more<\/a><\/p>\n\n\n\n

Issue Six: Tips for Inclusive Teaching<\/strong><\/a><\/p>\n\n\n\n

Maha Bali, associate professor of practice, Center for Learning and Teaching and Steve Greenlaw, professor of economics, university of Mary Washington<\/strong><\/p>\n\n\n\n

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<\/a><\/p>\n\n\n\n

Issue Six Supplement: Faculty Development Institutes and Workshops<\/a><\/p>\n\n\n\n

Issue Five: Data-Driven Visual Communication: A Data Literacy Framework<\/strong><\/a><\/p>\n\n\n\n

Doris Jones, senior instructor, Department of Rhetoric and Composition, director, common reading program<\/strong><\/p>\n\n\n\n

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<\/a><\/p>\n\n\n\n

Issue Four: A Snapshot of AUC\u2019s Faculty Use of Blackboard: Are Data Analytics a Measure of Our Faculty\u2019s Digital Literacy?<\/strong><\/a><\/p>\n\n\n\n

Aziza Ellozy, founding director, Center for Learning and Teaching, associate dean for learning technologies and caroline Mitry, senior CLT officer, pedagogy and assessment<\/strong><\/p>\n\n\n\n

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<\/a><\/p>\n\n\n\n

Issue Three: Empowering Students through Mentoring<\/strong><\/a><\/p>\n\n\n\n

Ghada El Shimi, associate dean of undergraduate studies, Academy of Liberal Arts<\/strong><\/p>\n\n\n\n

The word \u201cmentoring\u201d conjures up in my mind images of the young apprentice in a medieval blacksmith\u2019s shop. The young boy observes intently as the craftsman\u2019s 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\u2019s work, the clients and their families, the rising price of coal, and the workshop the boy dreams of having. Read more<\/a><\/p>\n\n\n\n

Issue Two: Reflections on End-of-Semester Evaluation<\/strong><\/a><\/p>\n\n\n\n

Hoda Mostafa MD, associate professor of practice, associate director, Center for Learning and Teaching<\/strong><\/p>\n\n\n\n

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<\/a><\/p>\n\n\n\n

Issue Two Supplement: Faculty Development Institutes<\/strong><\/a><\/p>\n\n\n\n

Issue One: Examinations: Are we Assessing Our Learning Outcomes?<\/strong><\/a><\/p>\n\n\n\n

Ezzeldin Yazeed Sayed Ahmed, professor and graduate director, Department of Construction Engineering<\/strong><\/p>\n\n\n\n

I always ask myself this question: am I fairly and effectively assessing my students\u2019 learning outcomes by examinations? The answer never fails to put me ill-at-ease! Read more<\/a><\/p>\n\n\n\n

Volume 14<\/strong><\/p>\n\n\n\n

Issue Ten: CLT Workshops: in the eyes of Dr. Mahmoud Shaltout<\/a><\/p>\n\n\n\n

Issue Nine Supplement: Spring 2016, Faculty Development Institutes and Workshops<\/a><\/p>\n\n\n\n

Issue Nine: Learning Together<\/a><\/p>\n\n\n\n

Issue Eight: Learning to Analyze and Critically Evaluate Ideas, Arguments, and Points of View<\/a><\/p>\n\n\n\n

Issue Seven: Exploring the Digital Humanities at AUC #DHAUC<\/a><\/p>\n\n\n\n

Issue Six: Reflective Pedagogies and the Metacognitive Approach to Reading Comprehension<\/a><\/p>\n\n\n\n

Issue Five Supplement: CLT Faculty Workshops – Fall 2015<\/a><\/p>\n\n\n\n

Issue Five: Provost’s Teaching Enhancement Initiative<\/a><\/p>\n\n\n\n

Issue Four: Trends, Challenges and Technologies for Higher Education: Where Does AUC and Our New Strategic Plan Stand?<\/a><\/p>\n\n\n\n

Issue Three: The Learning Game<\/a><\/p>\n\n\n\n

Issue Two: Reflections on the EURECA Conference and Creatopia Day<\/a><\/p>\n\n\n\n

Issue One Supplement: CLT Faculty Workshops: Spring 2015<\/a><\/p>\n\n\n\n

Issue One: Game On! Enhancing Engagement with Student-Generated Games<\/a><\/p>\n\n\n\n

Volume 13<\/strong><\/p>\n\n\n\n

Issue Ten: Blended Learning at AUC: An Overview<\/a><\/p>\n\n\n\n

Issue Nine: Cross-cultural Pedagogical Exchange: Dialogue between AUC and Partner Universities from the Arab World, the Global South and the West<\/a><\/p>\n\n\n\n

Issue Eight: the Case for Historical Reenactments<\/a><\/p>\n\n\n\n

Issue Seven Supplement: CLT Faculty Development Institute and Workshops: Fall 2014<\/a><\/p>\n\n\n\n

Issue Seven: Want Your Students to Think Creatively and Critically?<\/a><\/p>\n\n\n\n

Issue SIx: Time to Open the Discussion on Open Access<\/a><\/p>\n\n\n\n

Issue Five: LeGo\u00fbtDe La Lecture(The Love of Reading)<\/a><\/p>\n\n\n\n

Issue Four: Engaging Students in Creative and Collaborative Multimedia Content Production – An Alternative Form of Assessment<\/a><\/p>\n\n\n\n

Issue Three Supplement: CLT Faculty Workshops: Spring 2014<\/a><\/p>\n\n\n\n

Issue Three: Conflict as a Source of Learning<\/a><\/p>\n\n\n\n

Issue Two: Where’s the Box? Out of the Box Thinking in the Core Curriculum<\/a><\/p>\n\n\n\n

Issue One: Twitter in the Classroom<\/a><\/p>\n\n\n\n

Volume 12<\/strong><\/p>\n\n\n\n

Issue Ten: EducatingCitizens: An AUC Priority? ( Part II)<\/a><\/p>\n\n\n\n

Issue Nine: Educating Citizens: An AUC Priority?<\/a><\/p>\n\n\n\n

Issue Seven: Bridging the Great Divide: Teaching to Interest (Part I)<\/a><\/p>\n\n\n\n

Issue Eight: Bridging the Great Divide: Teaching to Interest (Part II)<\/a><\/p>\n\n\n\n

Issue Six: Critical Citizenship in Practice<\/a><\/p>\n\n\n\n

Issue Five: Blended Learning: An Alternate Format for Course Delivery (Part 2)<\/a><\/p>\n\n\n\n

Issue Four: Blended Learning: An Alternate Format for Course Delivery (Part 1)<\/a><\/p>\n\n\n\n

Issue Three Supplement: CLT Faculty Workshops: Spring 2013<\/a><\/p>\n\n\n\n

Issue Three: Blogging: A Powerful Tool for Student Self-Expression, Reflection and Knowledge Construction<\/a><\/p>\n\n\n\n

Issue Two: The “Wicked Problems” of Pedagogy and Teaching With Technology<\/a><\/p>\n\n\n\n

Issue One Supplement: CLT Faculty Workshops: Fall 2012<\/a><\/p>\n\n\n\n

Issue One: Visual Thinking in the Classroom (4) – Digital Narratives: Preparing Students to be Digital Authors (Part 2)<\/a><\/p>\n\n\n\n

Volume 11<\/strong><\/p>\n\n\n\n

Issue Ten: Visual Thinking in the Classroom (4) – Digital narratives: Preparing students to be digital authors – PART 1<\/a><\/p>\n\n\n\n

Issue Nine: Why They Do Not Read? A Personal Statement<\/a><\/p>\n\n\n\n

Issue Eight Supplement: CLT Faculty Workshops: Spring 2012<\/a><\/p>\n\n\n\n

Issue Eight: Visual Thinking in the Classroom (3) – Teaching with Timelines: Using Space to Understand Chronology<\/a><\/p>\n\n\n\n

Issue Seven: Which New Year Resolution: Enhance Learning by getting my student to read more OR Explore how Educational Technologies can enhance learning<\/a><\/p>\n\n\n\n

Issue Six: Visual Thinking in the Classroom (2) – ‘Read for a Minute, Discuss for an Hour’<\/a><\/p>\n\n\n\n

Issue Five: Visual Thinking in the Classroom (1) – Images as Metaphors<\/a><\/p>\n\n\n\n

Issue Four: GradeMark: Socio-Technical Change in Mediated Writing Assessment Tools – A Call for Critical Review<\/a><\/p>\n\n\n\n

Issue Three Supplement: CLT Faculty Workshops and Fora: Fall 2011<\/a><\/p>\n\n\n\n

Issue Three: Richard Byford Responds to: \u201cTo Read, or Not to Read…But That\u2019s Not the Question!\u201d<\/a><\/p>\n\n\n\n

Issue Two: To Read, or Not to Read \u2026 But That\u2019s Not the Question!<\/a><\/p>\n\n\n\n

Issue One: Educating Citizens: Preparing AUC Students for the New Egypt<\/a><\/p>\n\n\n\n

Volume 10<\/strong><\/h3>\n\n\n\n

Issue Ten: How to Evaluate Teaching<\/a><\/p>\n\n\n\n

Issue Nine: Pedagogy and the Revolution<\/a><\/p>\n\n\n\n

Issue Eight Supplement: CLT Faculty Workshops: Spring 2011<\/a><\/p>\n\n\n\n

Issue Eight: Improvement and Assessment of Teaching Effectiveness: Some Issues under Discussion<\/a><\/p>\n\n\n\n

Issue Seven: Assessment of Teaching Quality: A Personal Contribution to the Current Debate<\/a><\/p>\n\n\n\n

Issue Six: Lecture Capture at AUC: Enhanced Active Learning<\/a><\/p>\n\n\n\n

Issue Five: Reflections on Faculty Development”<\/a><\/p>\n\n\n\n

Issue Four: CLT Faculty Institute, Workshops, and Fora: Fall 2010<\/a><\/p>\n\n\n\n

Issue Three: Teaching Versus Research Moving the Debate Forward (Part Two)<\/a><\/p>\n\n\n\n

Issue Two: Teaching Versus Research: Moving the Debate Forward (Part One)<\/a><\/p>\n\n\n\n

Issue One: Science and the New Landscape of the 21st Century: Role of universities in transforming societies and shaping cultures<\/a><\/p>\n\n\n\n

Volume 9<\/strong><\/h3>\n\n\n\n

Issue Ten: The Value of a Teaching and Learning Center<\/a><\/p>\n\n\n\n

Issue Nine: E-portfolios: a new initiative at AUC<\/a><\/p>\n\n\n\n

Issue Eight Supplement: CLT Faculty Institutes – Spring 2010<\/a><\/p>\n\n\n\n

Issue Eight: E-Content: Student Content Creators: Convergence of Literacies<\/a><\/p>\n\n\n\n

Issue Seven: Using Classroom-Based Technologies to Engage Students and Promote Learning<\/a><\/p>\n\n\n\n

Issue Six: IDear Colleague: Are You Aware of Self Plagiarism in Academic Publications?<\/a><\/p>\n\n\n\n

Issue Five: Intelligent Redesign: A Collaborative Approach to “Scientific Thinking”<\/a><\/p>\n\n\n\n

Issue Four: Face to Face Communication and Computer-Mediated Learning: Building Communities with Social Presence<\/a><\/p>\n\n\n\n

Issue Three: Critical Friendship Circles<\/a><\/p>\n\n\n\n

Issue Two: The 2+ 2 schedules: revisiting active learning in the classroom<\/a><\/p>\n\n\n\n

Issue One Supplement: CLT Faculty workshops: Fall 2009 – Active Learning Series<\/a><\/p>\n\n\n\n

Issue One: Inquiry-Based Learning: A Powerful Approach to Facilitating Learning in Any Discipline<\/a><\/p>\n\n\n\n

Volume 8<\/strong><\/h3>\n\n\n\n

Issue Ten: Understanding \u00a9 & Educational Fair Use at AUC<\/a><\/p>\n\n\n\n

Issue Nine: Better Research Assignments<\/a><\/p>\n\n\n\n

Issue Eight: If learning is a social process, where does Web 2.0 fit in?<\/a><\/p>\n\n\n\n

Issue Eight Supplement: CLT Faculty Workshops: Spring 2009<\/a><\/p>\n\n\n\n

Issue Seven: Grading or Assessing Learning? Seasonal thoughts for reflection!<\/a><\/p>\n\n\n\n

Issue Six: Reflections on assessment, rubrics, and e-portfolios<\/a><\/p>\n\n\n\n

Issue Five: The View From Behind the Reference Desk<\/a><\/p>\n\n\n\n

Issue Four Supplement: CLT Faculty Workshops: Fall 2008<\/a><\/p>\n\n\n\n

Issue Four: Experiential Teaching<\/a><\/p>\n\n\n\n

Issue Three: Reflective Practices in Learning and Learning Transfer<\/a><\/p>\n\n\n\n

Issue Two: The Pedagogy of Community-Based Learning: Do Students Learn?<\/a><\/p>\n\n\n\n

Issue One: Learning Outcomes: Why do we need them?<\/a><\/p>\n\n\n\n

Volume 7<\/strong><\/h3>\n\n\n\n

Issue Ten: Reflective Practices in Mathematics Courses (Part 2)<\/a><\/p>\n\n\n\n

Issue Nine: Reflective Practices in Mathematics Courses (Part 1)<\/a><\/p>\n\n\n\n

Issue Eight Supplement: Faculty Workshops: Spring 2008<\/a><\/p>\n\n\n\n

Issue Eight: Concept\/Mind Mapping: Initial Experience and Lessons Learned (Part 2)<\/a><\/p>\n\n\n\n

Issue Seven: Concept\/Mind Mapping: Initial Experience and Lessons Learned (Part 1)<\/a><\/p>\n\n\n\n

Issue Six: Getting students excited about your course: A tip from the best university teachers<\/a><\/p>\n\n\n\n

Issue Five: Learning Commons: Where learning can be SEEN & the sounds of learning can be HEARD<\/a><\/p>\n\n\n\n

Issue Four Supplement: Faculty Workshops Fall 2007<\/a><\/p>\n\n\n\n

Issue Four: Learning Commons: Enhancing student learning & scholarship<\/a><\/p>\n\n\n\n

Issue Three: \u201cBetter Thinkers, Better Futures\u201d (3) The Perry model (cont\u2019d)<\/a><\/p>\n\n\n\n

Issue Two: \u201cBetter Thinkers, Better Futures\u201d (2) – The Perry Model: Dualism<\/a><\/p>\n\n\n\n

Issue One: \u201cBetter Thinkers, Better Futures\u201d (1) – What Research Tells Us<\/a><\/p>\n\n\n\n

Volume 6<\/strong><\/h3>\n\n\n\n

Issue Ten: Experiences with Role-Playing in Class at AUC<\/a><\/p>\n\n\n\n

Issue Nine Supplement: Faculty Workshops: Spring 2007<\/a><\/p>\n\n\n\n

Issue Nine: Role-Playing in Class: animates discussion and enhances active learning<\/a><\/p>\n\n\n\n

Issue Eight: New Initiative: \u201cClickers\u201d In Our Classrooms<\/a><\/p>\n\n\n\n

Issue Seven: Visual Learning Objects: enable faculty to focus on active learning<\/a><\/p>\n\n\n\n

Issue Six: Learning Objects: The return of the \u201cvisual\u201d to active learning?<\/a><\/p>\n\n\n\n

Issue Five: Towards a culture of evidence: Part 3. Using assessment to improve learning<\/a><\/p>\n\n\n\n

Issue Four Supplement: Faculty Workshops: Fall 2006<\/a><\/p>\n\n\n\n

Issue Four: Towards a culture of evidence: Part 2. Formative assessment and the gathering of information<\/a><\/p>\n\n\n\n

Issue Three: Towards a culture of evidence: Part 1. Developing and writing learning outcomes<\/a><\/p>\n\n\n\n

Issue Two: Learning Relationships: From Theory to Designing Learning Objects<\/a><\/p>\n\n\n\n

Issue One: Multiple Intelligences Re-Visited<\/a><\/p>\n\n\n\n

Volume 5<\/strong><\/h3>\n\n\n\n

Issue Ten: Multiple Intelligences: What It Is and Why It’s Vital Today<\/a><\/p>\n\n\n\n

Issue Nine: The Write Place for Communication<\/a><\/p>\n\n\n\n

Issue Eight: Engaging Hur: Reflections of a service-learning adventurer<\/a><\/p>\n\n\n\n

Issue Seven supplement: Faculty Workshops: Spring 2006<\/a><\/p>\n\n\n\n

Issue Seven: AUC Academic Integrity Campaign is paying off<\/a><\/p>\n\n\n\n

Issue Six: Learning Technologies: passport to the land of significant learning<\/a>:<\/p>\n\n\n\n

Issue Five: Beyond the \u201csanctity of the content\u201d: e-portfolios<\/a><\/p>\n\n\n\n

Issue Four: CLT\u2019s new initiative: mid-semester feedback for instructors<\/a><\/p>\n\n\n\n

Issue Three: \u201cMaking the Case for Visual Rhetoric\u201d<\/a><\/p>\n\n\n\n

Issue Two: \u201cThe Critical Thinking Rubric\u201d<\/a><\/p>\n\n\n\n

Issue One: Critical Reading: a guide for your students<\/a><\/p>\n\n\n\n

Volume 4<\/strong><\/h3>\n\n\n\n

Issue Ten: Sustainable Excellence in Communicating Across the Curriculum<\/a><\/p>\n\n\n\n

Issue Nine: The Course Website: WebCT or Platform Free?<\/a><\/p>\n\n\n\n

Issue Eight: The Course Homepage: Items to Consider<\/a><\/p>\n\n\n\n

Issue Seven: A Model for Computer Supported Learning in Undergraduate Education<\/a><\/p>\n\n\n\n

Issue Six: SMART Classrooms, Classroom Action Research, and Electronic Portfolios<\/a><\/p>\n\n\n\n

Issue Five: Toward a Scholarship of Teaching and Learning Classroom Action Research at AUC<\/a><\/p>\n\n\n\n

Issue Four:Learning Spaces Moving Beyond the Confines of the \u201cClassroom Walls\u201d<\/a><\/p>\n\n\n\n

Issue Three: “New Learning Spaces”: an eye towards our new campus<\/a><\/p>\n\n\n\n

Issue Two: Active Learning (4) Is Cooperative\/Collaborative Learning a Self-Less Pursuit<\/a>?<\/p>\n\n\n\n

Issue One: Active Learning (3) Three Easy Pieces<\/a><\/p>\n\n\n\n

Volume 3<\/strong><\/h3>\n\n\n\n

Issue Ten: Active Learning (2) Cooperative\/Collaborative Learning<\/a><\/p>\n\n\n\n

Issue Nine: Active Learning (1) The Peer Instruction Method<\/a><\/p>\n\n\n\n

Issue Eight: Reviewing the Effectiveness of Your Courses: Data in WebCT<\/a><\/p>\n\n\n\n

Issue Seven: Writing to Learn?<\/a><\/p>\n\n\n\n

Issue Six: Smart Classes in Smart Classrooms (2) Effective Use of Classrooms with Student Computers<\/a><\/p>\n\n\n\n

Issue Five: Smart Classes in Smart Classrooms (1) Effective Use of Data Displays<\/a><\/p>\n\n\n\n

Issue Four: Spring 2004 Faculty Workshop Series<\/a><\/p>\n\n\n\n

Issue Three: \u201cHelp! I Have No Focus\u201d: Student-Centered Discussions on WebCT (Part II)<\/a><\/p>\n\n\n\n

Issue Two: \u201cHelp! I Have No Focus\u201d: Student-Centered Discussions on WebCT (Part I)<\/a><\/p>\n\n\n\n

Issue One: More of the \u201cGuide on the Side\u201d and Less of the \u201cSage on the Stage\u201d?<\/a><\/p>\n\n\n\n

Volume 2<\/strong><\/h3>\n\n\n\n

Issue Ten: WebCT: Our Students Want More of It<\/a><\/p>\n\n\n\n

Issue Nine: Learning Styles, Strategies and Practice: \u201cYou\u2019re OK, I\u2019m OK, we\u2019re just different!\u201d<\/a><\/p>\n\n\n\n

Issue Eight: Learning and Teaching and Then, Learning All Over Again (Part II)<\/a><\/p>\n\n\n\n

Issue Seven:Learning and Teaching and Then, Learning All Over Again (Part I)<\/a><\/p>\n\n\n\n

Issue Six: Learning and Teaching Styles<\/a><\/p>\n\n\n\n

Issue Five: \u201cAt AUC, Academic Integrity MATTERS\u201d<\/a><\/p>\n\n\n\n

Issue Four: Cooperative Learning (3)<\/a><\/p>\n\n\n\n

Issue Three:Cooperative Learning (2)<\/a><\/p>\n\n\n\n

Issue Two: Cooperative Learning (1)<\/a><\/p>\n\n\n\n

Issue One: How to Encourage Pre-class Reading: The Web-based Discussion<\/a><\/p>\n\n\n\n

Volume 1<\/strong><\/h3>\n\n\n\n

Issue Ten: Seven Principles for Good Practice in Undergraduate Education<\/a><\/p>\n\n\n\n

Issue Nine: The Student Technology Assistants (STA) Program<\/a><\/p>\n\n\n\n

Issue Eight: Fair Use Guidelines for Educational Multimedia<\/a><\/p>\n\n\n\n

Issue Seven: More Thoughts on Plagiarism from a Colleague<\/a><\/p>\n\n\n\n

Issue Six: The New Plagiarism<\/a><\/p>\n\n\n\n

Issue Five: Critical Thinking (2)<\/a><\/p>\n\n\n\n

Issue Four: Critical Thinking (1)<\/a><\/p>\n\n\n\n

Issue Three: Pedagogy First, Technology Second -The Do\u2019s and Don\u2019ts of Teaching with Technology<\/a><\/p>\n\n\n\n

Issue One: A new Center and a welcome from the Director<\/a><\/p>\n\n\n\n

Issue Two: Classroom Assessment Techniques (CATs) -The Minute Paper<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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 … <\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"footnotes":""},"class_list":["post-818","page","type-page","status-publish","hentry"],"aioseo_notices":[],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=\/wp\/v2\/pages\/818","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=818"}],"version-history":[{"count":2,"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=\/wp\/v2\/pages\/818\/revisions"}],"predecessor-version":[{"id":823,"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=\/wp\/v2\/pages\/818\/revisions\/823"}],"wp:attachment":[{"href":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=818"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}