Fostering Effective Group Work in College Classes
By Kristin Ziska-Strange, Associate Director of Faculty Development & Instructional Design, TTS, Tufts University Group work is a cornerstone of
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Student Engagement
Journal-Based Grading in a Mathematics Course
Interview By Carie Cardamone, Associate Director CELT This spring we are running a series on creative assessments faculty are running
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Four High Impact Practices for Designing More Equitable Assessments
By Annie Soisson & Carie Cardamone, CELT Assessment, if not done with equity in mind, privileges and validates certain types of learning
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Inclusive Teaching Tips (Big and Small!) From P3’s Student Partners
By Langley Topper ‘21, Jillian Impastato ‘21, Eve Abraha ‘21, Kamar Godoy ‘22, Michelle Nguyen ‘22, Kianie Ramirez ‘22, and
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Using Universal Design for Empowering Neurodiversity in the Classroom
by Ryan Rideau, Associate Director for Teaching, Learning, and Inclusion at the Center for the Enhancement of Learning and Teaching
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Leveraging the First Day of Class
By Heather Dwyer, Assistant Director, CELT The first day of class is an exciting moment for you and your students.
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Beyond the Lecture: Rapid-fire Faculty Development Event for SOE faculty
Interview with Dr. Erica Kemmerling of Mechanical Engineering, by Alicia Russell of Tufts Center for the Enhancement of Learning and
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2019 Teaching with Technology Award Winners
Congratulations to the 2019 Teaching with Technology Award recipients! Steven Bell, Electrical and Computer Engineering Krista Johansen, School of Medicine
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Equitable Assignment Design
By Ryan Rideau, Associate Director for Teaching, Learning, and Inclusion, Center for the Enhancement of Learning and Teaching (CELT), Tufts
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Taking Notes: is the pen mightier than the keyboard? It depends!
By Carie Cardamone, PhD, Associate Director of STEM & Professional Schools, Center for the Enhancement of Learning and Teaching “Experts—or those who have deconstructed what experts do—take
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