• What We Can Learn from the Learning Styles Myth
    Learning styles are a myth – the research is conclusive. What can we take away from this myth, though? What, if anything, can be salvaged from learning styles theory and its relation to empirically-backed learning theories? I have a confession to make. Until recently, I believed in learning styles. I may not have been a […]
  • Less Worry, More Learning: How Ungrading Has Changed My Student Experience
    Read about how ungrading in a graduate class changed the author’s experience and helped them center their own reasons for taking the course. The Teaching Innovation Team offered a summer book club for faculty in which we read Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). In its literal sense, ungrading is […]
  • You Don’t Need to Be a YouTube Star
    When recording videos for your class, polish matters less than you think. Learn why and how to let go of the idea of a “perfect” video and embrace some jankiness in your teaching. If you’re tentative about making videos for your students, this post is for you. When I started making videos for my classes, […]
  • Opening Your Door (And Your Heart) to Peer Feedback
    This article was co-authored by Kathleen Jacobi and Sarah Ackermann We know that teaching is a highly personal experience for faculty at Ball State, and that gaining feedback isn’t as easy as simply opening up your door for someone to peek inside. At Ball State we’ve put together structures and supports to facilitate a faculty-forward […]
  • Rethinking Syllabus Disability Statements
    Consider how to craft a syllabus disability statement that students will read and will encourage them to seek help with their learning. When you include a disability statement on your syllabus, do your students…  Of course, we’d like to think that it’s always C. Unfortunately, many students at best ignore disability statements and at worst […]