The Learning Curve presented by the Academic Commons

The Academic Commons
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The Learning Curve presented by the Academic Commons aims to illuminate higher education teaching & learning through the power of shared experiences and research-informed practices. Through engaging discussions and expert insights, we aim to empower educators to transform their teaching practices, enrich student learning experiences, and contribute to a culture of evidence-based pedagogy in higher education.

  1. 1d ago

    Teaching Observations with Dr. Michael Kelly

    Episode 20: Teaching Observations with Dr. Michael Kelly   In this episode, Michael Kelly, PharmD shares his experiences with teaching observations both as a faculty mentor observing pharmacy residents and as an instructor being observed. He shares insights into the benefits of an external observer viewing lessons and the positive impact on his teaching practices. If you’ve ever been curious about the process of teaching observations, this is the episode for you!    Guest:  Michael Kelly, PharmD  Role: Associate Professor of Pharmacy Practice  Expertise: Clinical Pharmacy, Cardiovascular risk reduction     Quote from the Episode:  “Having been observed and had that opportunity to think about, ‘what I want to do, and how do I want to do it,’ [...] it used to be kind of like, ‘I'm the teacher, this is what I'm going to do.’ I think my approach now is much more, ‘All right, I'm a facilitator of learning, what am I going to do?’” - Dr. Michael Kelly    Getting Started:  Explore and plan active learning strategies to engage your students.   Use anonymous, low-stakes polling in your lessons as formative assessment to gather information from many students quickly.   Ask a peer or other non-student to observe your teaching and provide feedback.  Reflect on your teaching and any feedback you receive to make one small change.   Contact us to schedule an observation of your teaching today!    Terms to Know:  The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.  Case-based learning: an active learning strategy in which students apply their knowledge to real-world case studies.  Active Learning: Engaging students as partners in the learning process, in contrast to "traditional" methods where students passively receive knowledge from an expert. Didactic Curriculum: The part of a professional program where coursework and classroom instruction establish foundational knowledge and core skills. Experiential Curriculum: The part of a professional program where learners apply their knowledge and skills in a clinical setting.  Formative assessment: low or no-stakes evaluation that quickly gathers information on student understanding, provides immediate feedback, and guides future instruction.    Selected Resources:    The Learning Curve team curated this list based on university resources or guest recommendations.  Teaching Observations: Academic Commons Page     Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). Taylor and Francis.    Lang, J. M., & Rudenga, K. (2025, January 31). They’re Watching You Teach: How to put your best foot forward in a classroom observation. The Chronicle of Higher Ed. https://www.chronicle.com/article/theyre-watching-you-teach     Academic Commons Upcoming Workshops and Events

  2. Oct 7

    Case-Based Learning with Dr. Dimitrios Papanagnou

    In this episode, Dimitri Papanagnou, MD, MPH, explores how case-based learning (CBL) helps students become self-directed learners by integrating knowledge across disciplines, teaching peers, and learning to navigate ambiguity. He also discusses the critical role of faculty facilitators, emphasizing the art of the question, trusting students to drive their own learning, and normalizing uncertainty as an essential part of professional practice.     Guest:  Dimitrios Papanagnou, MD, MPH  Role: Professor of Emergency Medicine, Senior Associate Dean for Faculty Development at Sidney Kimmel Medical College, Associate Provost for Faculty Development, Director: Asano-Gonnella Center for Research in Medical Education & Health Care  Expertise: Medical Education, Teaching for Uncertainty, Health Professions Education, Faculty Development, Health Systems Science, Case-Based Learning     Quote from the Episode:    “What case-based learning affords is the ability to talk about a lot of different topics and weave them into a case, which has been very successful for preparing our learners [...] to problem solve, to identify their learning issues, to step into the role of educator and teach their peers, and also to assume some responsibility in their learning.” Dr. Dimitri Papanagnou    Getting Started:  Think about one lesson where you could incorporate a CBL session, and develop or find an applicable case.  Model uncertainty for learners and admit when you are unsure of something.  Reflect on the types of questions you tend to ask and consider how you could open your questioning techniques.  Contact us  to discuss your course design and how we can apply some of the techniques from this episode!    Terms to Know:  The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.  Interleaving - a teaching and learning technique that involves mixing different topics or problems within a learning session, sometimes called mixed practice or varied practice.  Case-based learning (CBL) - a collaborative, active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator.   Self-directed learning - a process in which learners diagnose their own learning needs, formulate goals, identify resources for learning, choose and implement learning strategies, and evaluate learning outcomes.  Scaffolding - temporary, instructor-provided, structured support that helps learners develop new skills just beyond their current ability, then gradually fades as learners gain independence.  Bloom's Taxonomy - a hierarchical system for ordering learning behavior from lower-order to higher-order skills using the following categories: remember, understand, apply, analyze, evaluate, and create.     Selected Resources:    The Learning Curve team curated this list based on university resources or guest recommendations.  Designing Learning That Endures: The Science of Learning in Practice  McMahon, C. J., Spooner, M., Papanagnou, D., Sibbald, M., & Asoodar, M. (2025). Twelve Tips to Train Medical Students to Manage Their Uncertainty and to Provide Reassurance to Patients and Their Caregivers. Medical science educator, 35(4), 2187–2198. https://doi.org/10.1007/s40670-025-02402-y  Questioning Strategies for Educators - University of Illinois CITL  Academic Commons Upcoming Workshops and Events

  3. Sep 2

    Designing Capstone Projects with Dr. Rosie Frasso & Dr. Katie DiSantis

    In this episode, Rosie Frasso, PhD, SM, SM, CPH, and Katie DiSantis, PhD, MPH, discuss how faculty can design meaningful capstone experiences that help students integrate and apply what they have learned throughout a curriculum. They share practical strategies for guiding students through long-term projects, including identifying feasible research questions, building structured support systems, leveraging campus resources, and providing ongoing feedback. Listeners will gain ideas for creating capstone experiences that are aligned with program outcomes, responsive to student career goals, and designed to produce authentic work with value beyond the classroom. Guest: Rosie Frasso, PhD, SM, SM, CPH Role: Victor Heiser, MD Professor of Population Health; Program Director – Master of Public Health; Director of Mixed Methods Research at the Asano-Gonella Center for Medical Education & Health Care, Sidney Kimmel Medical College Expertise: Health equity, mixed methods research, qualitative research, public health education, policy evaluation, and improving health outcomes for vulnerable populations.   Guest: Katie DiSantis, PhD, MPH Role: Associate Professor; Associate Director, Institute for Smart & Healthy Cities Expertise: Health equity, childhood obesity prevention, food access and nutrition, community-based public health research, and equitable food systems.   Quote from the Episode: "Designing a capstone that has some options [...] leads to student success and to things that actually become products they can use when they're interviewing and when they're going out to start their career." Dr. Katie DiSantis Getting Started: Review your curriculum and student learning outcomes to conceptualize a capstone that serves as the program's culmination. Design capstone projects that connect to students' career goals and provide value beyond the classroom. Establish clear expectations, iterative feedback cycles, and high standards while providing pathways for students to reach those standards. Connect students with topic experts, librarians, and other support resources early in the capstone process to help them refine ideas and identify meaningful research questions. Contact us to talk about reviewing your program’s curriculum to develop a capstone project.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Capstone: A culminating project that usually takes place at the end of a degree program in which a student applies all the knowledge and skills they have learned to a real-world problem or research project. Mixed Methods Research: A research approach that integrates both quantitative (numerical) and qualitative (non-numerical) methods to provide a more comprehensive understanding of a research question. Institutional Review Board (IRB): A committee that reviews research involving human participants to ensure ethical standards, participant protections, and regulatory compliance are maintained. Lay Summary: A plain-language summary of a research project designed for audiences without specialized knowledge, making research findings more accessible and understandable. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Allen, Kate, "A Qualitative Anaylsis of Patient Perspectives on Inpatient and Outpatient Addiction Care in Philadelphia, PA" (2026). Master of Public Health Capstone Presentations.Presentation 625. https://jdc.jefferson.edu/mphcapstone_presentation/625 Bhave, Priya, "Vaccination Rates Among Adults by Primary Care Provider Status Utilizing 2024 BRFSS Data" (2026). Master of Public Health Capstone Presentations.Presentation 630. https://jdc.jefferson.edu/mphcapstone_presentation/630 Choi, Daniel, "Association of Screen Time and Adolescent Body Image: Findings from the 2022-2023 National Survey of Children's Health" (2026). Master of Public Health Capstone Presentations.Presentation 628. https://jdc.jefferson.edu/mphcapstone_presentation/628 Chovatia, Divyata, "The Hidden Burden of Oral Pain: Associations with Depression in U.S. Adults using NHANES 2021-2023" (2026). Master of Public Health Capstone Presentations.Presentation 632. https://jdc.jefferson.edu/mphcapstone_presentation/632 Fox, Mackenzie, "Of Black Wombhood: A Qualitative Study of Educational Impact" (2026). Master of Public Health Capstone Presentations.Presentation 633. https://jdc.jefferson.edu/mphcapstone_presentation/633 Gee, Rachel, "The Impact of Nutritional Status on Surgical Site Infection Rates Among Total Joint Arthroplasty Patients: A Rapid Review" (2024). Master of Public Health Capstone Presentations.Presentation 549. https://jdc.jefferson.edu/mphcapstone_presentation/549 Kilgo CA, Sheets JKE, Pascarella ET. The link between high-impact practices and student learning: Some longitudinal evidence. Higher education. 2015;69(4):509-525. doi:10.1007/s10734-014-9788-z Academic Commons Upcoming Workshops and Events

  4. Aug 25

    Inclusive Practices with Dr. Karla A. Bell & Dr. Audrey Zapletal

    In this episode, Karla A. Bell (she/they), PT, DPT, PhD, FNAP and Audrey Zapletal (she/her/hers), OTD, OTR/L, FNAP, discuss what it means to create truly inclusive learning environments in higher education. They explore intentional course design and the importance of recognizing the diverse identities and experiences students bring to the classroom. Listeners will gain practical strategies for fostering belonging, navigating challenging conversations, reducing barriers to learning, and embedding inclusive practices into everyday teaching. Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast! Guest: Karla A. Bell (she/they), PT, DPT, PhD, FNAP Role: Professor, Department of Physical Therapy, Assistant Provost of Diversity, Equity, Inclusion - Center City Campus, Co-Founder of Sexual and Gender Minorities Education and Training (SGMET) Professional Development Program Expertise: Health equity, LGBTQ+ inclusion, structural competency in professional education, population health and mitigation of healthcare disparities Guest: Audrey Zapletal (she/her/hers), OTD, OTR/L, CLA, CHSE, FNAP Role: Teaching Associate Professor, Doctor of Occupational Therapy, Co-Founder of Sexual and Gender Minorities Education and Training (SGMET) Professional Development Program Expertise: Occupational therapy education, healthcare simulation, and experiential learning Quote from the Episode: “Inclusion is not an add-on. It's really embedded in how the course and teaching is structured and facilitated.” Karla A. Bell, PT, DPT, PhD, FNAP Getting Started: Use a brief survey or reflection activity to learn students' names, pronouns, goals, and support needs. Establish discussion norms that encourage respectful dialogue, curiosity, and belonging. Implement one inclusive practice, gather feedback, and refine your approach over time. Consider your current practices with the Inclusive Teaching Strategies Self-Assessment and Reflection Tool Contact us to talk about inclusive course design. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Intersectional Lens – A framework for understanding how different aspects of identity, such as race, gender, class, disability, and sexual orientation, interact to create unique experiences of privilege or oppression. Psychological Safety – Creating an environment where students feel valued, able to participate, and comfortable sharing their perspectives. Brave Space – A learning environment that acknowledges the challenges that both students and faculty have when attempting to discuss difficult and/or sensitive topics such as race, power, privilege and the various forms of oppression for the purpose of learning. Community Agreements – Co-created expectations between students and faculty detailing a shared understanding of how everyone will work together during the course. They allow students to advocate for their needs and ensure their voices are heard and valued in the classroom. Inclusive Teaching - The intentional design of learning environments that recognize, value, and support the diverse identities, experiences, and ways of knowing that learners bring with them.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Universal Design for Learning: Academic Commons Page Professional Development Program For Sexual and Gender Minority Education and Training (SG-MET) Zapletal, A., Baird, J., Van Oss, T., Hoppe, M., Prast, J., & Herge, E.A. (2022.) Clinical Simulation for Health Care Professionals. Slack Incorporated/Routledge. Hanna-Attishaand, M. (2018). What the eyes don't see: a story of crisis, resistance, and hope in an American city. One World Zakrajsek, T. (2022). The New Science of Learning (3rd ed). Routledge Zamani-Gallaher, E., Choudhuri, D.D., & Taylor, J.L. (2023). Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate. Routledge Academic Commons Upcoming Workshops and Events

  5. Jul 1

    Active Learning with Dr. Ruth Jeminiwa

    In this episode, Ruth Jeminiwa, PhD, discusses active learning strategies that increase engagement, support students, and improve learning outcomes. She offers practical advice to develop more student-centered lessons that lead to deeper learning and well-prepared learners who can apply their knowledge through problem-solving, collaboration, and real-world connections.   Guest: Ruth Jeminiwa, PhD  Role: Assistant Professor of Pharmacy Practice  Expertise: Pharmacoeconomics, active learning, shared decision-making, improving patient health outcomes    Quote from the Episode:    “Traditional lectures can sometimes feel like a one-way street where the expert provides information... Active learning flips that dynamic. Students become active partners. They help to build their own understanding by engaging directly with the content.” Ruth Jeminiwa, PhD    Getting Started:  Explore active learning strategies and determine what might work well for your learners.  Implement one strategy in a part of your course and gather student feedback.  Make changes to the strategy you tried and incorporate other strategies to build your active learning tool kit.   Contact us to talk about active learning strategies and implementation.    Terms to Know:  The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.    Active Learning: Engaging students as partners in the learning process, in contrast to “traditional” methods where students passively receive knowledge from an expert.   MOOC: Acronym for Massive Open Online Course, a free online course open to anyone who wants to take it.  Flipped Classroom: a type of instruction where students complete some knowledge acquisition tasks independently before class, and class time is devoted to reinforcing or applying the knowledge.  Case-based Learning: an active learning strategy in which students apply their knowledge to real-world case studies.   Jigsaw Activity: A strategy in which students work in small groups to develop knowledge about a given topic, becoming “experts,” before teaching what they have learned to another group, comprised of “experts” on other topics. (For example, groups AAA BBB CCC re-group into ABC ABC ABC and teach their groupmates.)  Think-pair-share: A simple active learning strategy where the instructor poses a question or problem, students think for a moment on their own, then spend a few moments discussing the answer with someone near them and finally share out to the rest of the class what their pair discussed.    Selected Resources:    The Learning Curve team curated this list based on university resources or guest recommendations.  Learner Engagement – Academic Commons Page   Jeminiwa, R. N., Abillar, T., Szeliga, M., Patel, H., & Santiago, E. (2025). The impact of a modified jigsaw activity incorporating educational YouTube reels on pharmacy students’ learning outcomes. Currents in Pharmacy Teaching & Learning, 17(10), 102437. doi:10.1016/j.cptl.2025.102437   Major CH, Harris MS, Zakrajsek T. Teaching for Learning : 101 Intentionally Designed Educational Activities to Put Students on the Path to Success. Second edition. ROUTLEDGE; 2021. K. Patricia Cross Academy Higher Education Teaching Techniques Video Library  Academic Commons Upcoming Workshops and Events

  6. May 29

    Alternative Grading with Dr. Julian Harris

    In this episode, Julian Harris, PhD, shares how alternative grading practices better reflect student learning, foster a growth mindset, and allow for meaningful feedback loops. He offers practical insights into his experiences with alternative grading, the challenges encountered along the way, and the benefits of transitioning to a different assessment model. This conversation provides valuable insights and key strategies for implementing alternative grading in your classroom. Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast! Guest: Julian Harris, PhD  Role: Assistant Professor of Biochemistry   Expertise: biochemistry, alternative grading systems, growth mindset   Quote from the Episode:  “They [students] feel seen by the grading system. That it helps them think about learning and growth mindset from the more sort of malleable perspective, where they really do view the mistakes as opportunities to get better.” - Julian Harris, PhD    Getting Started:  Start small with assessment changes, such as allowing for exam corrections, or offering a retake of a single exam.   Approach alternative grading practices with a growth mindset: reflect on what works and what doesn’t, and adjust without expecting perfection the first time.   Create intentional changes for students to revisit material, learn from feedback, and show improvement.   Contact us to talk about incorporating alternative grading practices in your classroom.     Terms to Know:  The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.  Standards Based Grading: A grading system in which an instructor creates a list of clear standards that describe specific things students will learn to do. Each assignment is aligned with one or more of the created standards; each standard is assessed multiple times to meet the standard without penalty.   Specifications Grading: A grading system in which an instructor creates a list of specifications that describe the qualities and characteristics of a successful submission for an assignment. Student work is graded holistically, earning a single mark: “Satisfactory” or “Not Yet”.   Growth Mindset: The belief that intelligence and abilities can be developed through effort and dedication rather than being fixed, innate traits. A growth mindset also views perceived failures as opportunities to learn and grow.    Selected Resources:    The Learning Curve team curated this list based on university resources or guest recommendations.    Clark D. Grading for Growth : A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. First edition. (Talbert R, ed.). Routledge; 2023.    Yik BJ, Machost H, Streifer AC, Palmer MS, Morkowchuk L, Stains M. Students’ Perceptions of Specifications Grading: Development and Evaluation of the Perceptions of Grading Schemes (PGS) Instrument. Journal of chemical education. 2024;101(9):3723-3738. doi:10.1021/acs.jchemed.4c00698    Nilson LB. Specifications Grading : Restoring Rigor, Motivating Students, and Saving Faculty Time. First edition. Stylus; 2016.    Academic Commons Upcoming Workshops and Events

  7. May 6

    Power Skills with Dr. Thomas Schrand

    In this episode, Thomas Schrand, PhD, shares how the Hallmarks Core and its Power Skills cultivate adaptable, intellectually curious graduates prepared for an evolving, AI-influenced world. He offers practical insights into learner-centered teaching, critical thinking, and reflective practice that help students build durable, human-centered competencies. Educators will gain strategies for strengthening meaningful learning across disciplines.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast!   Guest: Thomas Schrand, PhD Role: Associate Dean for General Education & Professor of History Expertise: Curriculum development, pedagogy, general education, and active learning. Quote from the Episode: “At the end of four years of this experience… you end up as someone who can think on their feet, someone who has confidence in what they're saying and their ability to grapple with challenging and nuanced questions.” - Thomas Schrand, PhD   Getting Started: Ask students to apply course concepts to real‑world or professional scenarios, reinforcing both disciplinary relevance and transferable competencies. Start each class with a device‑free expectation to promote presence, note‑taking by hand, and deeper engagement with peers and content. Build in reflective moments—such as end‑of‑week or end‑of‑unit prompts asking students to identify key takeaways or what learning mattered most to them. Contact usto talk about learning design and incorporating these skills into your classroom. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Learner Centered Teaching: An approach that focuses on how students learn—emphasizing engagement, active participation, and cognitive processes rather than instructor-led delivery. Active Learning: Any instructional method that requires students to be metacognitive and engage in meaningful activities (e.g., discussion, problem solving) rather than passively listening to lectures. Cognitive Psychology: A branch of psychology which explores the mental process related to perceiving, attending, thinking, language, learning, and memory. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. The Science of Learning – Academic Commons Self-Paced Program Designing Learning that Endures: The Science of Learning in Practice: Academic Commons Self-Paced Program The Hallmarks Core Program – Thomas Jefferson University Page Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). ROUTLEDGE. Zakrajsek, T., & Nilson, L. B. (2023). Teaching at its best: a research-based resource for college instructors (Fifth edition.). Jossey-Bass, a Wiley Brand. Academic Commons Upcoming Workshops and Events

  8. Apr 1

    Intentional Feedback with Dr. Chris Pastore

    This episode features Chris Pastore, PhD, and an in‑depth conversation on intentional feedback as a cornerstone of effective teaching and learning. Drawing from decades of experience in engineering education, faculty development, and transdisciplinary practice, Dr. Pastore discusses how feedback can evolve from a simple correction to a powerful tool for learner growth and metacognition. This episode offers educators concrete techniques for balancing critique with encouragement, modeling vulnerability, and creating spaces where students feel safe to grow.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast!   Guest: Chris Pastore, PhD Role: Professor of Transdisciplinary Studies and Engineering; Assistant Provost, Faculty Development: Nexus Learning and Classroom Pedagogy Center for Faculty Development & Nexus Learning Expertise: Pedagogy, sustainability, composites, & textiles   Quote from the Episode: "[...] what is the purpose of your feedback? Is it to correct the student, or is it to guide the student? It's easier to correct a student, but it's probably not as useful to the class experience." - Chris Pastore Getting Started: Approach feedback as a tool to guide students' learning rather than simply identifying mistakes. Use short video/audio feedback in Canvas for a faster and more personalized feedback process. Ask students to reflect on resubmissions, identifying what they did to improve their work. Develop a feedback turnaround plan that you can maintain throughout the semester. Encourage a growth mindset in class and normalize that learning new material takes time and mistakes will be made. Contact usto talk about providing effective feedback to students.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Authentic Assessment: An assessment that requires a student to apply their learning to new situations, which requires them to determine what information or skills they have learned in the class most relevant to solving the problem. These assessments focus on complex real-world scenarios and the constraints they entail. Feedback: A response provided by faculty or mentor to students to guide their learning. It can take several forms, from written, to verbal, non-verbal, or digital. Learning Styles Myth: The idea that there are stable, consistent methods by which individuals take in, organize, process, and remember information (e.g. Visual, Auditory, Read/Write, and Kinesthetic), and by teaching those methods, students learn better. There is no empirical support for this claim. Metacognition: AKA “thinking about your thinking”. It refers to the knowledge a student has of themselves and how they learn to direct their learning. This process allows students to identify knowledge gaps, recognize when they are having difficulty learning new information, and incorporate new knowledge. Muddiest Point: A formative assessment technique that involves students pointing out what they were most confused about and explaining what was “muddy” in the lesson.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. The Power of Rubrics: Helping Learners & Instructors – Academic Commons Angelo, T. A. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers. Jossey Bass: San Francisco, CA Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). ROUTLEDGE. Canvas LMS – How to leave feedback comments Darby, F., & Lang, J. M. (2019). Small teaching online : applying learning science in online classes. Jossey-Bass, a Wiley Brand. Office of Curriculum, Assessment and Teaching Transformation - University at Buffalo. (2026). Feedback. University of Buffalo. https://www.buffalo.edu/catt/teach/develop/teach/feedback.html Academic Commons Upcoming Workshops and Events

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The Learning Curve presented by the Academic Commons aims to illuminate higher education teaching & learning through the power of shared experiences and research-informed practices. Through engaging discussions and expert insights, we aim to empower educators to transform their teaching practices, enrich student learning experiences, and contribute to a culture of evidence-based pedagogy in higher education.

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