All posts by Catherine Turner

About Catherine Turner

Catherine Turner is a Senior Associate Director of the Center for Teaching and Learning. She earned her B.A. from the University of North Carolina at Chapel Hill and completed her Ph.D. in American Studies at the University of Texas at Austin. From 1998 to 2007, she taught English and American Studies at College Misericordia where she also served at Honors Co-Director. Her teaching and research focuses on the business of publishing, taste, and public policy. She is the author of Marketing Modernism Between the Two Wars (University of Massachusetts Press, 2003) and co-editor with Greg Barnhisel of Pressing the Fight: Print, Propaganda and the Cold War (University of Massachusetts Press, 2010). Her current research examines the intersections between the publishing industry, literacy programs, and public policy during the 1920s and 1930s. She teaches a variety of courses on American literature in the English department.

Laptops in Class

Recently in the Chronicle of Higher Education and Inside Higher Education there has been a vigorous discussion about laptops in class. Frequently instructors also consult with us about them too — can I ban them? should I? Are there ways that laptops can help my students?

There are three ways of thinking about student laptop use in class. Two of them take for granted that students using laptops are distracted from class itself. One side argues that professors should ban laptops because we are responsible for making sure our students get as much out of class as they possibly can.  The other side argues that students have to be treated as already responsible adults; if they want to come to class and cyber slack that is their choice and they ought to be allowed to make it. The third way is that instructors have to be thoughtful about how and when students use laptops to make sure that students using laptops are actually more engaged in class.

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Engineering Faculty Teaching Forum: Teaching in Active Learning Classrooms

LeeAnn class

On February 9, Dr. LeAnn Dourte of Bioengineering and Professor Paul Heiney of Physics led an Engineering Faculty Teaching Forum on Teaching in Active-learning Classrooms. Dourte and Heiney shared their experiences teaching highly active classes in recent semesters, classes in which they replaced much of the lecture time with highly structured group activities. The group discussed reasons for designing a class around active learning, strategies for Structured Active In-class Learning  and the impact such teaching could have on students.

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Faculty-to-Faculty: Academic Integrity

Melissa's Website HeadshotPaul Sniegowski

On February 2, Professors Paul Sniegowski, Biology, and Melissa Wilde, Sociology, led the Faculty -to-Faculty discussion on academic integrity. They kicked things off by discussing both abstract reasons, like scholarly virtues, to promote academic integrity and more concrete things to do about academic integrity.

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CTL Spring Workshops for Graduate Students

This spring CTL is offering a range of workshops for graduate students at the Graduate Student Center.  What I think is exciting about these workshops this spring is that they address a range of different teaching questions that graduate students might have.  The spring workshops are also very conversational: they are workshops where graduate students with varying levels of teaching experience can come together and talk about their teaching.

To sign up for any or learn more visit our events tab.

Here’s the line up:

Starting Class in Ways that Get Students Interested and Motivated to Learn
Monday February 2, 2:30 – 4:00 Ian Hartshorn, CTL Graduate Fellow, Political Science

Strategies to Get Your Students Prepared for Class
Wednesday February 4, 1:00-2:30; Justin Bernstein, CTL Graduate Fellow, Philosophy

Facilitating Discussion
Monday February 9, 12:00-1:30: Bronwyn Wallace, CTL Senior Graduate Fellow

Teaching Students to Look at Data Critically
Wednesday February 11, 12:30-2:00; Jacob Nagy, CTL Graduate Fellow Chemistry

Prioritizing Time in Class
Thursday February 12, 12:00-1:30; Emmabeth Parrish, CTL Graduate Fellow, Materials Science and Engineering

Beyond the Term Paper: Assigning Students Creative Written Assignments
Wednesday February 18, 4:30-6:00; Vanessa Williams, CTL Graduate Fellow Music

Active Learning in Large Classes
Friday February 20, 2:30-4:00; Tanya Singh, CTL Graduate Fellow, Biology

Use and Abuse of PowerPoint
Thursday February 26, 1:30-3:00; Lili Dworkin, CTL Graduate Fellow, Computer and Information Science

Designing Your Own Course
Tuesday March 3, 3:00-4:30; Peter Sachs Collopy, CTL Graduate Fellow, History and Sociology of Science

Creating Assignments Across a Semester
Wednesday March 18, 2:30-4:00; Alice Hu, CTL Graduate Fellow Classics

Mentoring Undergraduate Students
Thursday March 26, 12:00-1:30; Colin Smith, CTL Graduate Fellow Neuroscience

Teaching with Objects
Monday March 30, 11:30-1:00; Phil Webster, CTL Graduate Fellow Religion

“Mapmaker, Mapmaker, Make Me a Map”: Teaching With Maps
Thursday, April 2 3:30-5:00; Ben Chrisinger, CTL Graduate Fellow City Planning