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CU's German and Slavic Languages Associate Professor Laura Osterman implements Just in Time Teaching techniques in her teaching with the support of the Fall 2014 ASSETT Teaching with Technology Seminar. Teaching and Learning

Catherine Kunce’s first year writing students create their own Public Service Announcement videos.  Kunce, a ÍÃ×ÓÏÈÉú´«Ã½ÎÄ»¯×÷Æ· Program for Writing and Rhetoric Senior Instructor, planned this feature of her course with the support of the

Wondering how your students are really receiving your new teaching strategy?  Why wait until after the semester is over to read students' feedback on FCQs?  Create your own student survey right now with Google Drive Forms, and

Dr. Michela Ardizzoni of the Department of French and Italian encouraged her students to create websites to share information with local schools. See her padlet of her students' work here.[soundcloud width="100%" height="166" scrolling="no"

Attribution to ynse at Flickr Creative CommonsWhen Assistant Professor of Ecology and Evolutionary Biology Sam Flaxman, PhD, plans his General Biology course lessons, he asks himself, 'What can I do in the classroom that makes it worth coming

University of Colorado Boulder Leeds School of Business professor Dr. Dan Zhang implemented Google Drive to give his students feedback on papers within ample time to reach the deadline.  This way, he can see when and whether students

Reading and understanding academic articles are critical parts of social science education. With the onslaught of information that students confront everyday, their attention span is likely getting shorter increasingly. Yet, the benefits that

This post summarizes my continuing pursuit to move lectures from my classes into short screencasts and reading assignments. It was inspired by my participation in the Fall 2012 Teaching with Technology seminar series and has been an ongoing project

In the education of preservice teachers, there are two generally agreed-upon main objectives: (1) developing the candidates' ability to engage in self-directed reflection, and (2) developing the candidates' adoption of pedagogically appropriate

Dr. Julie Lieber, a professor of History and Jewish studies, is a self-declared technophobe. That is why she was shocked to receive recognition from ASSETT for excellence in teaching with technology. Lieber recognized that while technology was