This fall, we’re using the CNDLS blog to highlight the Teaching Commons, a compilation of resources and case studies designed to help faculty revitalize their courses and gain insights into practical issues in pedagogy at Georgetown. As a living resource, the site continually evolves to encompass new scholarship in teaching and learning, as well as technological innovations that are changing and enhancing the current teaching landscape. To help you explore all that the Commons has to offer, we’re showcasing tools and other information on a semi-weekly basis, guiding you through the semester in real time. Missed the other posts? Check out our takes on crafting a syllabus, starting the semester, leading discussions, designing assignments, and active learning, then hear from fellow faculty in our interview highlights.
By now the dynamic of the semester is probably shifting. At the start, you prepared students to do interesting work; now, they’ve started doing it. This can be a wonderful thing, watching students engage actively with class material, but it does mean that you’ve probably got new (and considerable) work of your own: evaluating, responding, and grading. Luckily, there’s no need to start tearing your hair out—you’re not alone.
On our Teaching Commons, Evaluating Student Learning connects you to a wealth of strategies (from informal to formal, formative to summative) to make sure your students are learning what you’re hoping they’ll learn, Responding to Student Writing offers tips and best practices for how to make your feedback focused and productive (be sure to check out the video of Georgetown professor Matthew Pavesich on getting the most out of student peer review), and Grading can help you think through efficient and fair assessment. We hope you’ll leave with enough ideas to keep the semester from becoming a slog.
As always, let us know how else we can help!
(We can’t do your grading for you, but we’re always happy to talk.)