Some thoughts on English grammar assessment from a non-native speaker

Contributed by Federica Bocchi, PhD Candidate in Philosophy of Science (5-minute read) In her previous blog post, Maya discussed the tension between recognizing the importance of grammatical accuracy in writing assignments and acknowledging the disadvantages this practice could induce, especially in non-native English speakers. As a multilingual learner and instructor, I would like to offer […]

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Spring Workshops on Writing and Feedback

Christina Michaud and Marisa Milanese, Master Lecturers from the CAS Writing Program, will co-facilitate two workshops in early spring. Workshop 1: Putting Grammar Back In: Linguistically-Responsive Writing Instruction For faculty who teach writing, rhetoric, or writing-intensive courses, “what to do” about grammar has long been a concern. Join us for an interactive workshop as we […]

Setting Up Students to Succeed on Final Assessments

Contributed by CTL staff (2 minute read) As we near the end of the term, it’s critical to prepare students to succeed on their final assessments by building in low-stakes opportunities for them to practice and receive feedback on the skills they will be asked to demonstrate. Too often, there is a disconnect between how […]

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Student Engagement Part 1: Focusing on the emotional aspects of learning

Contributed by CTL staff (3 minute read) Are your students engaged, actively present and effortful at their learning? Are your students ‘there,’ with you, in class? Are your students still emotionally invested in our course now that you are half-way through the semester? The middle of the semester always presents its own challenges for keeping […]


Keeping Breakout Rooms On Task

Graduate Teaching Blog Post Contributed by Phillippa Pitts (4 minute read) Q: I hear students benefit from small group work and appreciate using Zoom breakout rooms. But how will I know that they’re staying on task if I’m not there? A: This is a question that came up frequently in the physical classroom. Now, in […]

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