by Thomas Keith | Oct 25, 2023 | Instructional design, Pedagogy, Services, Universal Design for Learning
The author wishes to thank ATS instructional designers Michael Hernandez and Joe Olivier for their excellent feedback and suggestions, which helped him to improve this article. He remains solely responsible for any errors or omissions therein. Introduction: Series...
by Joe Olivier | Oct 17, 2023 | How-tos, Instructional design, Pedagogy, Services, Surveys and Feedback
If you teach at UChicago, you are probably familiar with how students can provide formal feedback on the courses you teach towards the end of the quarter. The University Registrar administers the Course Feedback process, and you are able to add customized questions,...
by Sarah McDaniel | Oct 11, 2023 | Events, Instructional design, Pedagogy, Services, Universal Design for Learning
This three-part series explores a wide range of digital tools and pedagogical strategies that support writing instruction. Over these three posts, we will consider a diverse array of writing-related goals and instructional contexts from across the disciplines. This...
by Sarah McDaniel | Sep 7, 2023 | Accessibility, Digital Accessibility, Events, Instructional design, Pedagogy, Services, Universal Design for Learning
This post offers a pedagogical and technical grounding for accessible and inclusive syllabus (re-)design using digital tools. To explore these topics and tools at greater length, consider registering for the upcoming ATS workshop Accessible and Inclusive Digital...
by Thomas Keith | Aug 17, 2023 | Instructional design, Pedagogy, Services, Universal Design for Learning
Author’s Note: This is the latest installment in an ongoing series concerned with issues of academic integrity, particularly as they relate to classroom technologies. To view the previous installments, please see the Academic Integrity tag on our website. ATS...
by Michael Hernandez | Aug 3, 2023 | Instructional design
Looking for a way to explore new teaching approaches on a busy schedule? UChicago’s partner for social annotation, Hypothesis, offers an opportunity to read about, discuss, and design using new pedagogical ideas on an asynchronous basis that allows you to participate...