Embedded Files
Upcoming Events
Upcoming Events
"Streamlining Teaching: Efficient Preparation and Grading Strategies for Faculty" (Virtual Workshop)
"Streamlining Teaching: Efficient Preparation and Grading Strategies for Faculty" (Virtual Workshop)
Christine Tulley, Defend Publish Lead
Fri, Oct 10, 3-4pm
It’s easy to fall into "the teaching trap" of overpreparing for classes, spending countless hours developing extensive lectures, activities, and materials that consume more time than necessary. This pattern leads to unsustainable workloads where you work nights and weekends just to keep up with basic teaching responsibilities while every other aspect of your work and life else suffers.
In this virtual workshop,* you'll learn about a preparation approach that creates interchangeable class segments (mini-lectures, group activities, videos, freewriting) that function like building blocks, allowing you to prepare an entire week's classes in one afternoon while maintaining engaging variety for students. The workshop covers efficient grading strategies that provide meaningful feedback without overwhelming time investment, including rubrics, audio feedback tools, and selective grading techniques. You'll leave with customizable class templates, time-saving grading systems, and concrete boundaries for course preparation that protect your research time while actually improving your teaching effectiveness and student satisfaction scores.
Register for this workshop here.
After you register, you'll receive confirmation with the workshop's Zoom link.
Christine Tulley is the founder and director of the MA in Rhetoric and Writing at The University of Findlay and currently directs all faculty writing support, including development of tenure and promotion support materials, faculty writing groups, and individual writing schedules for those who struggle with time management or writer’s block. She is the author of several books on faculty writing including Productivitity, Parenting, and Professionalism (Routledge, 2025) and frequent contributor to Inside Higher Education.
* This workshop is part of a series from Defend Publish Lead brought to you by Nancy Chick. Stay tuned for information about future workshops.
Past Events
Past Events
"Toward the Ideal Tutor: Active Learning, Motivation, and the Promise (and Limits) of AI in Education"
"Toward the Ideal Tutor: Active Learning, Motivation, and the Promise (and Limits) of AI in Education"
Louis Deslauriers, Harvard University
Wed, Sept 24, 7-8:30am CDT*
How close can we get to the learning gains of expert one‑to‑one coaching in university courses? One-to-one coaching — combining deliberate practice, instant feedback, and affective support — is widely recognized as the gold standard for learning. Drawing on our Science 2011 study, I will illustrate what high‑learning‑density active learning (many decisions and feedback cycles per unit time) looks like and why it is so effective. I will then discuss findings from our PNAS 2019 paper, on the illusion of learning: when instruction is more effortful and thus, perceived as disfluent, students often feel they learn less even as their performance improves—an instance of fluency bias that favors polished lectures over productive struggle and can negatively distort student course evaluations. I will also share new results from two‑stage exams—now common in North America—where students complete an individual exam and immediately retake it in groups for partial credit (e.g., 20%). In a randomized comparison of post-exam feedback conditions, students who received group exam feedback scored ~10% higher on later isomorphic questions than those who received instructor feedback, even though students in the group-exam condition spent much of the time debating errors (roughly 40% of the time)—showing the cognitive value of explicit error engagement, a hallmark of deliberate practice that is rarely taught in higher education. Finally, I will examine the role of AI in education, highlighting both promising applications that enhance engagement and the critical limitations that prevent current systems from approximating true tutors, given their limited capacity to capture the nuances of student thinking.
* This event is hosted by a group of folks at the University of Bergen (Norway), and 7am CDT is their afternoon. :-)
Post-event note: for those of you who were unable to attend, I'm going to record a summary of my notes (i.e., his talk and my observations) soon. --Nancy
Page updated
Report abuse