Embodied Learning

Robb Lindgren (College of Education) is an Associate Professor of Curriculum & Instruction. His research explores how people learn through the use of emerging technologies like augmented/virtual reality and interactive simulation. 

In this episode of CITL's podcast, Teach Talk Listen Learn, Lindgren explains how to encourage embodied learning through the use of facial expressions, gestures, and body movement to deepen the learning process. “We take these things seriously because we think there’s a tight-knit relationship between how we move our bodies, how we think, and how we learn,” says Lindgren. “What we want to do is create these nurturing, supportive situations with the technologies that we have available to us... so it’s not just replicating the lecture but creating better learning opportunities and experiences.”

CITL Summer Course Design Series Begins June 13

Lucas Anderson and the CITL Grad Affiliates will be running one of their favorite events of the year: the summer workshop series on course design. This series is designed for experienced TAs or other instructors designing a course for the first time, but all are invited to attend. Learn about backward design, and then start designing your course through a series of 8 workshops in which you will consider your audience, craft good learning objectives, choose well-aligned assignments, figure out how to engage your students, and start developing course policies and your syllabus. All while working with a great group of fellow teachers! You don’t have to commit to the whole series, but the more you attend, the more you take away. The sessions run on Tuesday and Thursday afternoons in the Armory building from June 13 through June 22. Click here to register for any or all course design sessions.

Volunteers Needed for the August 2023 Graduate Academy for College Teaching

The Grad Academy is a pre-semester training program where new Graduate Teaching Assistants from departments across campus come together to learn a lot about good teaching & learning. We offer a robust program because many members of the Illinois teaching community come together to help.

Please consider helping this August. If you have teaching experience, even a little, you can help facilitate Microteaching sessions on Friday, August 18. If you are an experienced TA, you would be a great choice to run small group sessions on Thursday, August 17. If you are excited about sharing your expertise in a particular area of teaching & learning, you can pitch a concurrent session to run on August 17. Helping with the Grad Academy is usually fun, almost always fulfilling, and you get to mention unique service to the University on your CV. You should do it!

Please respond to our call for presenters to volunteer. Contact Lucas Anderson at lander23@illinois.edu if you have any questions.

Canvas Open Office Hours
Every Thursday
11am - 12pm, Zoom
Host: CITL Instructional Support Team

Stay tuned for this semester's events! Bookmark the CITL Event Calendar for all upcoming workshops and the Training Services (formerly FAST3) Calendar for additional training opportunities. 

Incorporating Student Feedback

Student feedback is an essential component of the teaching and learning process. By actively incorporating and responding to feedback, gathered through ICES forms or elsewhere, you create a collaborative and student-centered educational experience that promotes engagement, inclusivity, and growth. 

Implementing changes based on student feedback requires careful planning and consideration. Look for common themes, patterns, and suggestions in feedback forms. Categorize the feedback into different areas or topics to help you identify the most significant areas for improvement, such as course organization, instructional strategies, materials, and grading or evaluation. Potential changes may include modifying or replacing course materials like lectures and readings; using different teaching methods, such as incorporating active learning techniques, providing additional examples or resources, or fostering more student engagement and interaction; or revising your assessment methods like homeworks, exam questions, and point breakdowns.

Consider the feasibility, impact, and alignment with your course objectives when determining which changes to prioritize and focus on changes that address critical issues or provide a more inclusive environment for all students. Remember, implementing changes based on student feedback is an iterative process, and you don’t have to wait for ICES results to gather information on how the course is going. Continuously seeking feedback from students through informal check-ins, short surveys, or class discussions can eliminate or reduce the impact of problems in the course in real time. See CITL’s webpage on Informal Early Feedback to get started.

Sharing insights and experiences with others can enhance the effectiveness of your efforts. As you work through feedback, collaborate with colleagues and staff and don't hesitate to reach out to CITL to set up a consult.