Most of us think we know what active learning is. The word engagement quickly comes to mind. Or, we describe what it isn’t: passive learning.
Throughout the COVID-19 crisis, many have wondered whether education will ever be the same again. Here, at the Catholic University of America Center for Teaching
The Universal Design for Learning (UDL) framework allows us to understand the importance of utilizing web 2.0 in teaching and learning. Social annotation tools such
One of the first challenges that any composition teacher faces is presenting rhetorical analysis as a skill that is both imaginatively engaging and academically useful.
Most students, as they prepare to enter the professional world, will have to deliver a high-stakes presentation to their future employers, internship organizations, or special
Expectations of adult learners are generally high. They are assumed to be naturally focused, motivated, and self-directed. While this may be true, some adult students
In higher education, administrators and educators are constantly rethinking how to further help students best retain course information. Recently, many have focused their attention to
I was recently presenting a workshop on Universal Design for Learning (UDL) and I was discussing learner variability, interests, and preferences as a key to
Many learners with disabilities have an increased risk of anxiety (Dionne & Polvinen, 2021; Jaggard 2019; Thaler, Kazemi, & Wood, 2010) and may avoid disclosure-interactions
As much of the higher education experience has moved online in the throes of a global pandemic, there is much discourse about how to survive
