Top Nav

Author Archive | Jen O'Brien

Photograph of a circular metal sculpture.

Strategies for Building an Inclusive Classroom

This fall, the DePaul Teaching Commons is hosting a workshop mini-series on creating inclusive classrooms. Inclusive teaching is a timely topic, particularly in the context of the controversial article on trigger warnings and microaggressions published in The Atlantic in September, the ongoing Black Lives Matter movement, and the recent protests at the University of Missouri. […]

Continue Reading
"Calculator" by Anssi Koskinen (CC BY 2.0).

A New Way to Grade

Looking for a grading system that better reflects learning outcomes, motivates students to excel, and cuts down on your grading time? You might try the approach that Linda Nilson promotes in her new book, Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, published earlier this year by Stylus. Specifications—or specs—grading is an alternative […]

Continue Reading

Stereotype Threat Interventions

In my last post on learning-to-learn, I mentioned that research from the social sciences offers powerful insights about learning that are useful for both students and educators. One area of research that I think is particularly relevant to DePaul’s ongoing conversation about student perseverance is stereotype threat. The term stereotype threat was first used in […]

Continue Reading
Normal is a Distribution

Abolish the Bell Curve

At last week’s Fall Forum on Teaching and Learning, faculty, staff, and students gathered to identify strategies for helping students—particularly DePaul’s large population of first-generation and low-income students—persevere and succeed in college. Jacky Villagomez, a student in Business at DePaul and a speaker on the afternoon panel, suggested that all professors, not just ones teaching […]

Continue Reading
Image of woman in front of large reflective bean

The What, Why, and How of Metacognitive Teaching

The recent publication of two books on metacognitive teaching suggests that metacognitive pedagogies are going mainstream in higher eduction. College teaching specialist Linda Nilson’s (2013) Creating Self-Regulated Learners provides general strategies for easy classroom implementation while the collection Using Reflection and Metacognition to Improve Student Learning (2013) explores metacognitive teaching in a range of disciplines. […]

Continue Reading
2014 Teaching and Learning Conference Wordle

Reflecting on the 2014 Teaching and Learning Conference

I always leave conferences feeling inspired by new ideas and enthusiastic about applying them to my work. However, like many other conference-goers, I don’t always take time to articulate the most important concepts that I’m taking away and how I plan to act on them. After attending this year’s Annual DePaul Faculty Teaching and Learning Conference, I’m taking […]

Continue Reading
Photograph of Megan Greeson

Faculty Spotlight: An Interview with Megan Greeson

Megan Greeson is a professor in the College of Science and Health. She teaches undergraduate and graduate courses in the clinical and community psychology programs. What’s the biggest challenge you encounter in teaching, and how do you respond to this challenge?  One of the biggest challenges I face is getting students engaged in my statistics […]

Continue Reading
Peggy Maki

Moving forward with SoTL

You may have heard about a trend in higher education called the Scholarship of Teaching and Learning, or SoTL. Here in the Office for Teaching, Learning and Assessment we are committed to increasing awareness of and interest in SoTL on campus. Our effort started in earnest in 2013, but we aim to make 2014 the […]

Continue Reading