@ChaseMagnett I can appreciate this sentiment as an expression of “what his character is” at the core, and am perfectly comfortable agreeing that in a story where Batman is brought to the point of breaking that rule the character has been emotionally & morally broken.
@sarahesilverman It’s really a no-win situation too. The faculty member either earnestly feels they’re going to hold onto their job or is frustrated with the facade, the institution’s not getting any value out of the developmental work, the fac dev person potentially becomes stigmatized…
@LindsayMasland When we aim for equity of access, but not equity of outcomes we are actively acknowledging that our systems are designed not to work for everyone. If the system doesn’t work for someone we need to be honest with ourselves and others about that.
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@van_jensen I mean, I’ve had a deviated septum for ages. Can’t imagine that it helped anything, but it didn’t seem to cause any lasting damage other than a gnarly scar that has almost completely disappeared at this point (15 years later)
@van_jensen I did this in highschool, but with a ten pound stage weight. And someone else left it up there. But it fell right on the bridge of my nose 😒
@joshua_r_eyler The similarities between learning styles and UDL is also an interesting ground for discussing this topic in a way that doesn’t leave the learning styles advocate with egg on their face, IMO
@dstanford Wise Feedback! Alongside inline comments, include some form of:
“I’m giving you this feedback because I have high expectations and I know you can reach them”
This reassures students that you’re not lowering the bar and that you’re on their team.
Preparing materials and guests for an institute on Inclusive Teaching at UNL this fall. Pairing it with a learning community discussing @DrMrsKellyHogan & @vijisathy’s new book. Probably a long-shot, but any chance either or both of you would like to join us for a session?
Most ed. reforms are mostly just about making kids work harder: tougher standards! more rigor! raise the bar! Yet Dewey reminded us that the value of what students do “resides in its connection with a stimulation of greater *thoughtfulness*, not in the greater strain it imposes."
Cognitive overload can negatively impact the ability of students to demonstrate their learning. Check out this short video from instructional designer, Amy Ort about simple methods that can be used in the classroom to help students. https://t.co/qr3g6g7tEg
@theDRAMAgoat1 Starting a new adventure supporting @UNL_CASNR! Very excited to see all the different spaces that are set up here for all sorts of experiential learning.
@traftycracy Ours is called the Center fro Transformative Teaching. And yes, we also support staff (officially probably only if those staff are teaching credit-bearing courses, but those lines get blurry at times)