Blog Posts: C-I Teaching
Is there a topic/challenge you're facing with your C-I class that you'd like to see CxC tackle? Are you interested in writing a blog post about your C-I teaching? Reach out to us at firstname.lastname@example.org.
Facilitating productive classroom discussions can be tricky in any setting, but when adding the challenges of digital or hybrid environments, you have an opportunity to disrupt those tried and true methods for different (and maybe even more impactful) outcomes.
In C-I courses, we use feedback loops to help students learn, but what about creating feedback opportunities to help us learn as teachers? Midterm is the perfect chance to elicit feedback from our students about what's working well (and not so well) to inform our teaching practices and enhance students' own success.
The first step to enhancing your lectures and video class time is by controlling your environment and making the most of what you have on hand. While new technology can be an asset, it is often costly--or difficult to access. We have a few simple solutions to improve your setup that will put you and your content in the best light possible.
Teaching via live discussion is a tried and true method for many of us. And while yes—discussions are different when you take them out of a live setting—they can still be a powerful tool for steering students on their learning path. As their instructor, you have the ability to foster consistent structure and clearly communicate what you ask of your students to help them succeed.
As C-I faculty, we frequently put our students in a position to reflect on their abilities as a speaker, and to practice and refine critical oral communication skills. When was the last time you gave yourself the same opportunity? At the recent LSU Faculty Colloquium, Dr. Linda Nilson reminded us just how important this is: "As faculty, we may not think of ourselves as public speakers, but our students do."
Eager to connect passionate young people with opportunities to make an impact, Bruce Sharky started brainstorming creative ways to address misconceptions and increase awareness about the profession while engaging future landscape architects to think critically about how to best communicate with different audiences. In Fall 2019 he offered LA 4504, a professional elective focused on recruiting the next generation of landscape architects.
The close of the semester is the perfect time to encourage your students to reflect on the communication skills they’ve gained within your C-I course. Highlighting the connections among the content knowledge they’ve engaged with, and the transferability of the disciplinary communication skills they’ve acquired, elevates students’ overall learning long-term.
A podcast assignment offers students a new way of meeting important benchmarks of courses in every academic discipline.
Want to inspire students to engage in class discussions? To think critically about course material? To discover their personal investment in the course? Consider a podcast.