Here’s hoping it answers all your questions!

A book entitled, Developing High-Impact Course Design Institutes: A Model for Change, by Jordan D. Troisi, Michael S. Palmer, Mary C. Wright, Lori A. Hostetler, and Carol A. Hurney.

I've been looking forward to this book about course design institutes for quite some time, and now it's here!!!- @michael-palmer.bsky.social

#HigherEd #FacDev #EdDev

Developing High-Impact Course Design Institutes | A Model for Change | Drawing on the authors’ extensive experience and robust survey data, this critical resource unpacks the inner workings of one of the most powerful mechanisms

We're focusing on our assessment efforts at the CTE retreat. CTE has done a ton of assessment on our Course Design Institute. Look for a book on CDIs from @michael-palmer.bsky.social and colleagues in 2025! www.taylorfrancis.com/books/mono/1...

The CTE is prioritizing candidates who are seasoned educational developers who embrace the Center’s mission and core values, who thrive in work settings that encourage autonomy, creativity and teamwork and who wish to engage deeply in meaningful work in a supportive environment.

The ADIPI will be a steadfast champion and advocate for inclusive pedagogical practices within the CTE, at UVA, and beyond.

Associate Director of Inclusive Pedagogy Initiatives | University of Virginia

The University of Virginia’s Center for Teaching Excellence (CTE) seeks applicants for the Associate Director of Inclusive Pedagogy Initiatives (ADIPI). www.dsgco.com/search/21655...

2. Specs grading is likely to decrease common challenges and tensions in student–instructor relationships.

Recommendations for practice are included.

Two key conclusions:
1. The attitudes and approaches to learning that instructors typically wish to see in their students are the same as the reasons students provide for appreciating specs grading and recommending it to their peers.

In a just published IJSOTL article, we examined students’ predicted and actual experiences of spec grading (#ungrading) in a diverse range of university courses. digitalcommons.georgiasouthern.edu/ij-sotl/vol1...

Understanding generative AI as a pedagogical innovation (opinion) Michael S. Palmer considers generative AI’s potential as a pedagogical innovation.

Is Generative AI a General Purpose Pedagogical Innovation? Viewing AI through a pedagogical lens is crucial for understanding its full potential and the ways it will shape both teaching practices and student learning outcomes.

Think of this as the NPR of high quality teaching resources: consume a lot, contribute a little.

Yes, those of us adopting alternative grading approaches invite students to approach their learning differently, but they have been burned too many times. “Take risks, be more creative, you can choose.” Invariably their grades suffers when they follow their instructors advice and they lose trust.

Academics ask all sorts of variations of these questions: “Can I see an award winning proposal? Can you look at my manuscript to see if it’s a good fit for your journal?” The last I looked, calls from NSF run 100+ pages. Why are we surprised/frustrated when students ask such questions?

What I hear in these questions is: “Please help me understand what it is you value in this assignment/project/activity.”

There’s plenty of evidence about the harmful affects of traditional grading methods. There are copious documented philosophical, practical, ethical, and mathematical problems. Really, even in the absence of evidence, could any alternative grading system be worse?