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Learning Partnerships and Discussion of Assessments “A big part of making the student experience great is opening up the decisions we are making” - Dr. Amy Burns Background Universal Design for Learning (UDL) acknowledges that every learner (More)
Student Choice in Assessment “Anything that students in our faculty end up striving to do after undergrad connects to leadership” – Dr. Cari Din Background Dr. Cari Din is a dedicated and passionate instructor in the Faculty of Kinesiology (More)
Reflecting Diversity in Assessment “[Students] came away with some really diverse perspectives.” - Robin Mueller Background In the Winter 2017 semester, Dr. Robin Mueller piloted a course called UNIV 201: Global Challenges Inquiry I. The enti (More)
I begin by carefully examining the essay’s criteria, in order to determine exactly what will be required. This examination is then broken down into an outline, which will be referenced repeatedly throughout the composition of my essay. After determ (More)
Shakespeare is seen as a challenge by most English students all over the world. His language is flowery and pleasant to hear, but also rather daunting to try and understand. Archaic vocabulary, historical context, bizarre sentence structure, and an a (More)
In order to properly evaluate my annotation practices when reading a play text, I decided to do what I did for my close reading paper but with Act IV Scene I of Shakespeare’s Romeo and Juliet. In comparison to the start of the semester my note t (More)
This post is part of a weekly reflection requirement for a graduate level introductory course of the historical and philosophical foundations of the Learning Sciences. As such, it may seem a bit out of place without the context of the in-class discus (More)