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Foregrounding Student Strengths and Creative Bravery

“Use Your Brain. Be Creative. Be Brave.” This phrase appears in all of Jennifer Dobby’s syllabi and speaks to the core of her award-winning teaching. Across her courses, Professor Dobby creates learning environments that are comfortable enough for students to “speak bravely, act bravely, and learn about themselves bravely.” This year, Carroll University celebrates Professor Dobby’s teaching by honoring her with the 2021 Norman and Louise Allhiser Award for Teaching Excellence.

Dr. Scott Hendrix

Moving Beyond the Comfort Zone: Mentoring Honors Students

Last year, students taking the Honors course History 225: Medieval Europe, China, and the Islamic Crescent experienced the empowerment that comes from guiding their own learning: they decided what was important to talk about, led discussions themselves, and had ample class time for lively, engaging interactions. Why? Because their instructor believed in them.

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Trust & Technology: Celebrate Carroll Goes Virtual

The pandemic required students and faculty to quickly find new ways to learn and collaborate, and to discover new ways of using familiar technologies. Only weeks into our first lockdown, Celebrate Carroll 2020 went virtual using Canvas as a platform, giving students and faculty the chance to experiment while deepening their learning...and their trust in each other.

Julio Rivera

Personalizing Feedback Using Video

Looking for more interactive ways to provide feedback in online courses, Dr. Julio Rivera experimented with leaving video comments for students using Canvas’s SpeedGrader feature.

Katie McCarthy

Teaching Decision-Making Using Mindmeister and Lucidchart

Knowing that her psychologically exhausted students needed a break from screen-based group work in a fully online MBA course, Katie McCarthy was eager to find a way to reinforce their learning without wearing them out.

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Encouraging Interactivity Across Modalities with Padlet

Promoting interactivity is key to the active learning classroom. In Dr. Rebecca Imes’ Communication courses, this has typically meant asking students to participate in hands-on activities that literally get them out of their seats to engage their peers’ ideas. Yet with physical distancing Imes sought an alternative.

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