Center for Teaching and Learning /ctl Wed, 15 Apr 2026 15:48:43 +0000 en-US hourly 1 /ctl/wp-content/uploads/sites/88/2024/01/cropped-android-chrome-512x512-1-32x32.png Center for Teaching and Learning /ctl 32 32 Student AI Bill of Rights /ctl/student-ai-bill-of-rights/ Wed, 15 Apr 2026 15:47:59 +0000 /ctl/?p=5844 The National Student Legal Defense Network recently released a Student AI Bill of Rights, a document outlining considerations for higher education as generative AI becomes more prolific in learning and the workplace.

]]> The National Student Legal Defense Network recently released a Student AI Bill of Rights, a document outlining considerations for higher education as generative AI becomes more prolific in learning and the workplace.

It includes 5 articles:

  1. The Right to Transparency and “”Notice””
  2. The Right to Human Oversight and Appeal
  3. The Right to Data Sovereignty and Intellectual Property
  4. The Right of all Students to Safely Use AI
  5. The Right to Share in AI and its Benefits

If you have been wondering about student voice in the AI in Education conversation, this document is a great place to start thinking about student perspectives. What do you think a Faculty AI Bill of Rights would look like?

Check out the .

]]> Generative and retrieval tasks: Does the sequence matter and do sequence effects depend on learning task delay? /ctl/generative-and-retrieval-tasks-does-the-sequence-matter-and-do-sequence-effects-depend-on-learning-task-delay/ Wed, 15 Apr 2026 15:46:41 +0000 /ctl/?p=5829 This 2026 study investigated whether the order in which students complete generative tasks (like generating their own examples of concepts) and retrieval tasks (like cued recall) affects learning outcomes. Using a 3×2 experimental design with 208 university students, the researchers compared three task sequences — generative-before-retrieval, retrieval-before-generative, and restudy-before-generative — under two timing conditions: completing tasks immediately after an initial study phase or completing them two days later. Students were tested one week after finishing the learning tasks on both retention and comprehension of four psychology concepts.

]]> This 2026 study investigated whether the order in which students complete generative tasks (like generating their own examples of concepts) and retrieval tasks (like cued recall) affects learning outcomes. Using a 3×2 experimental design with 208 university students, the researchers compared three task sequences — generative-before-retrieval, retrieval-before-generative, and restudy-before-generative — under two timing conditions: completing tasks immediately after an initial study phase or completing them two days later. Students were tested one week after finishing the learning tasks on both retention and comprehension of four psychology concepts.

The study found that the order of generative and retrieval tasks generally made little difference to learning outcomes. The one notable exception was that retrieval task performance was significantly better for the generative-before-retrieval group when a two-day delay was involved, likely because those students used the open-book generative task as an opportunity to re-engage with the material first.

Key Takeaways

  • Order of activities matters less than you might think. You can feel free to sequence generative activities (discussions, example-generation, concept mapping) and retrieval activities (quizzes, recall prompts) in whatever order suits your course design.
  • Retrieval practice still outperforms restudy for retention. Replacing quizzes or recall activities with simply re-reading course material is ineffective. Students who only reread retained significantly less after one week. Low-stakes quizzes and retrieval activities remain worth keeping.
  • Task design quality matters more than sequence. The authors note that earlier research finding sequence effects likely reflected a poorly designed generative task (no feedback, no revision opportunity). When both task types are well-designed with feedback built in, sequence effects largely disappear. This is a reminder that how activities are designed is more important than their order.

Read the full article here:

Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S. K., & Roelle, J. (2026). Generative and retrieval tasks: Does the sequence matter and do sequence effects depend on learning task delay? Applied Cognitive Psychology, 40(2), e70188. 

]]> Last Chance for Retrieval /ctl/last-chance-for-retrieval/ Wed, 15 Apr 2026 15:45:12 +0000 /ctl/?p=5818 As the semester winds down, resist the urge to fill every remaining class session with new content. Instead, dedicate at least one class period to a low-stakes retrieval activity such as asking students to recall key concepts, work through application problems from memory, or generate their own examples of course ideas without their notes.

]]> As the semester winds down, resist the urge to fill every remaining class session with new content. Instead, dedicate at least one class period to a low-stakes retrieval activity such as asking students to recall key concepts, work through application problems from memory, or generate their own examples of course ideas without their notes. Research consistently shows that the act of retrieving information (rather than simply reviewing it) is one of the most powerful things students can do to consolidate what they’ve learned before the course ends. Even a 15-minute ungraded recall exercise at the start of your last few classes can meaningfully strengthen long-term retention. Bonus: it also helps students self-diagnose gaps in their understanding while there’s still time to address them.

]]> AI Prompt Library /ctl/ai-prompt-library/ Fri, 10 Apr 2026 15:53:17 +0000 /ctl/?p=5800 From faculty member Ethan Mollick at the Wharton School of Business, here is a collection of prompts you can use with an AI chatbot to help you and your learners get better results. Prompts are grouped into three main categories:

]]> From faculty member Ethan Mollick at the Wharton School of Business, here is a collection of prompts you can use with an AI chatbot to help you and your learners get better results. Prompts are grouped into three main categories:

  1. Instructor aids (e.g., lesson planning, teaching support)
  2. Student exercises (activities that guide learning or reflection)
  3. Other prompts (general-purpose uses)

The goal is to help users get better, more structured outputs from AI by using well-designed prompt templates. All prompts are openly licensed (Creative Commons), meaning they can be reused and adapted with attribution.

Check it out here: 

]]> Learning with concept maps: the effect of activity structure and the type of task /ctl/learning-with-concept-maps-the-effect-of-activity-structure-and-the-type-of-task/ Fri, 10 Apr 2026 15:51:40 +0000 /ctl/?p=5791 This research examined how 226 undergraduate students learned using concept maps under different conditions, comparing task types (fill-in-the-blanks, shuffled concepts, self-constructed, and summaries) with activity structures (individual only, individual-then-collaborative, and collaborative-then-individual). The study measured learning outcomes through comprehension and recall tests while analyzing nearly 4,200 verbal exchanges during collaborative activities. Results revealed a significant interaction between task type and activity structure: students who individually self-constructed concept maps and then discussed them collaboratively (I+C) achieved the strongest learning outcomes, particularly for delayed recall.

]]> This research examined how 226 undergraduate students learned using concept maps under different conditions, comparing task types (fill-in-the-blanks, shuffled concepts, self-constructed, and summaries) with activity structures (individual only, individual-then-collaborative, and collaborative-then-individual). The study measured learning outcomes through comprehension and recall tests while analyzing nearly 4,200 verbal exchanges during collaborative activities. Results revealed a significant interaction between task type and activity structure: students who individually self-constructed concept maps and then discussed them collaboratively (I+C) achieved the strongest learning outcomes, particularly for delayed recall.

The analysis of dialogue quality showed that self-constructed maps triggered deeper, more dialogic conversations characterized by reasoned justification, mutual engagement, and co-construction of knowledge. In contrast, simpler tasks (completing or ordering pre-made maps) produced more superficial exploratory talk with minimal argumentation. Summary-writing generated the least dialogic interaction overall, with patterns of one student dictating while the other transcribed. These findings suggest that task complexity paired with structured collaboration—allowing individual work before peer discussion—creates optimal conditions for both learning and high-quality dialogue.

Key Takeaways:

  • Prioritize self-construction over passive consumption: Have students create concept maps from scratch rather than completing or organizing pre-made maps. The cognitive demand of self-construction, when paired with collaboration, activates deeper reasoning and argumentation. However, you might consider providing more support for learners who are completely new to the content or might otherwise struggle with the task.
  • Use the I+C structure: Assign individual concept map creation as homework or in-class work first, then facilitate 15-30 minute pair discussions where students negotiate a shared map. This sequence generates more exploratory dialogue and better learning than jumping directly into group work or keeping work entirely individual.
  • Avoid summary writing as the primary task: While summaries are common, this study found they produced the weakest learning outcomes and the least meaningful peer dialogue. If summaries are required, pair them with concept mapping activities or ensure they include structured peer review to increase dialogic engagement.

Read the full article here:

Read the full article here: Amante, C., Lucero, M., & Montanero, M. (2026). Learning with concept maps: The effect of activity structure and the type of task. Instructional Science, 54, Article 12. 

]]> Enhance Memory with Accessible Brightspace Templates /ctl/enhance-memory-with-accessible-brightspace-templates/ Fri, 10 Apr 2026 15:50:00 +0000 /ctl/?p=5779 Reading content in Brightspace does not guarantee your learners will remember all of it. In order for it to stick, the student has to actively do something with the information they are reading.

You can prompt students to retrieve an important piece of information, explain a concept as applied in a different context, or consider how they might use a new skill in their practice. These activities take mental energy, and students are likely to just move along without doing them unless you grab their attention and make them interactive. But, how?

]]> Reading content in Brightspace does not guarantee your learners will remember all of it. In order for it to stick, the student has to actively do something with the information they are reading.

You can prompt students to retrieve an important piece of information, explain a concept as applied in a different context, or consider how they might use a new skill in their practice. These activities take mental energy, and students are likely to just move along without doing them unless you grab their attention and make them interactive. But, how?

Brightspace accessible templates to the rescue! Two simple strategies for engaging your learners in active mental processing of the content in Brightspace include using the Click n Reveal Interactions and the Flip Card Interactions. You can find these under Select a Document Template when you choose Create a File.

If you would like help using one of these templates or any others, book a meeting with an instructional designer.

Sample Click n Reveal Interaction

Ask your students a knowledge check question, apply the reading content to a new context, or reflect on personal relevance. The learner sees your response when they click the Find out button.

Screenshot of course content that uses the Click n Reveal interaction where students read and question and click a button labeled "Find Out" to see the response.


Sample Flip Card Interaction

Provide your students with virtual flashcards by adding a term on one side of the card and a definition on the other. Students reveal the definition when they hover their mouse over the card.


Brightspace orientation page showcasing the Flip Card interaction tool providing virtual flashcards for students to practice learning important terms.

]]> Introduction to the VALUE Rubrics: An Authentic Approach to Assessment /ctl/introduction-to-the-value-rubrics-an-authentic-approach-to-assessment/ Wed, 08 Apr 2026 15:43:01 +0000 /ctl/?p=5768 This free, short, self-paced course was co-created with the American Association of Colleges and Universities, and it includes short videos, activities, and discussion prompts. When completed you will be able to:

]]> This free, short, self-paced course was co-created with the American Association of Colleges and Universities, and it includes short videos, activities, and discussion prompts. When completed you will be able to:

  • Explain what VALUE rubrics are and why they are important to the sector, institutions, and individual educators.
  • Describe the way a rubric has been constructed to engage in discussion and debate with faculty and students.
  • 91ÌÒÉ« VALUE rubrics to your context, using good practice principles derived from research, assessment data, and pedagogical innovation.

Check it out here: .

]]> Hyflex learning and student engagement in higher education: a systematic literature review /ctl/hyflex-learning-and-student-engagement-in-higher-education-a-systematic-literature-review/ Wed, 08 Apr 2026 15:41:45 +0000 /ctl/?p=5760 This open-access systematic literature review, published in Frontiers in Education, synthesizes current research on HyFlex (Hybrid-Flexible) course models in higher education — a format in which students choose, session by session, whether to attend in person, join synchronously online, or engage asynchronously. The review draws on studies from across institutional contexts to examine how this radical flexibility affects student engagement, attendance, and learning outcomes. Rather than advocating for one modality over another, the authors investigate what conditions make flexible course designs succeed or fail, and the findings challenge some widely held assumptions about what students actually do when given a choice.

]]> This open-access systematic literature review, published in Frontiers in Education, synthesizes current research on HyFlex (Hybrid-Flexible) course models in higher education — a format in which students choose, session by session, whether to attend in person, join synchronously online, or engage asynchronously. The review draws on studies from across institutional contexts to examine how this radical flexibility affects student engagement, attendance, and learning outcomes. Rather than advocating for one modality over another, the authors investigate what conditions make flexible course designs succeed or fail, and the findings challenge some widely held assumptions about what students actually do when given a choice.

The most striking finding is that HyFlex flexibility does not, as many instructors fear, lead to declining attendance or disengagement. On the contrary, students who needed flexibility tended to use it as a tool to stay current with coursework rather than to disengage entirely, suggesting that choice itself can function as a retention mechanism. More significant, however, is what the research reveals about the true driver of engagement: belonging. Students who felt a strong sense of connection and support remained highly engaged regardless of which modality they chose, while students who felt disconnected showed lower engagement even with maximum freedom. This points to a finding with broad implications: modality is largely secondary to the relational and emotional climate of the course. Instructor presence, defined as timely communication, responsiveness, and visible enthusiasm, consistently emerged as a critical factor in sustaining that climate across all attendance modes.

Key Takeaways for Faculty

  • Belonging matters more than modality. Whether you teach in person, online, or in a blended format, students who feel seen and supported engage more deeply. Investing in the relational dimensions of your course, such as check-ins, responsive feedback, community-building activities, may have a greater impact on student success than any structural or technological choice.
  • Flexibility can be a retention tool, not a risk. Giving students some agency over how or when they engage does not necessarily lead to avoidance. When students trust that the course structure supports them, flexibility tends to help them stay on track during difficult weeks rather than fall behind.
  • Instructor presence is the throughline across all formats. The research consistently identifies faculty visibility, warmth, and timely responsiveness as central to student engagement in every modality studied. How present and approachable you appear to students may be the single most transferable lesson from HyFlex research for any course format.

Read the full article here:

Mahmud, M. M., Teh, J. K. L., & Azizan, S. N. (2026). Hyflex learning and student engagement in higher education: A systematic literature review. Frontiers in Education, 11. 

]]> Citations: From busy-work to meaningful learning activity /ctl/citations-from-busy-work-to-meaningful-learning-activity/ Wed, 08 Apr 2026 15:40:07 +0000 /ctl/?p=5749

We routinely ask students to use a formal citation style when referencing sources in their work, but have you ever explicitly explained to them why?

In a post-truth information landscape, it is increasingly difficult to distinguish credible information from cherry-picked facts and polished, convincing interpretations, especially as generative AI makes sophisticated-sounding misinformation easier to produce and harder to detect. Now more than ever, our students need to be able to question the veracity of claims and follow evidence back to its source. Citation practices are a foundational skill for doing exactly that, yet we often assign them without explanation.

]]> We routinely ask students to use a formal citation style when referencing sources in their work, but have you ever explicitly explained to them why?

In a post-truth information landscape, it is increasingly difficult to distinguish credible information from cherry-picked facts and polished, convincing interpretations, especially as generative AI makes sophisticated-sounding misinformation easier to produce and harder to detect. Now more than ever, our students need to be able to question the veracity of claims and follow evidence back to its source. Citation practices are a foundational skill for doing exactly that, yet we often assign them without explanation.

This is where the “curse of expertise” can work against us. Having long internalized both the importance of citations and the logic behind their formatting, we may forget what it was like before we understood these things. What feels obvious to us as academics is not obvious to students encountering scholarly conventions for the first time.

Consider being intentional about making the purpose visible. Explain to your students why you require citations, how a standardized format makes it possible for anyone, including them, to quickly locate and verify a source, and how these same habits of source-checking apply to the information they encounter in their everyday lives. Connecting citation practice to real-world information literacy can transform it from a formatting chore into a genuinely transferable skill.

For more ideas about integrating information literacy into your courses, reach out to an 91ÌÒÉ« libarian or check out:  from the Ohio State University.

]]> 💻91ÌÒÉ« Accessibility Workshops for Staff /ctl/%f0%9f%92%bbumpi-accessibility-workshops-for-staff/ Thu, 26 Mar 2026 13:38:46 +0000 /ctl/?p=5695 Join the Center for Teaching & Learning for this interactive workshop that introduces staff to the updated Title II regulations under the Americans with Disabilities Act (ADA) and their implications for digital accessibility in higher education. You will explore key principles of digital accessibility, usability, and universal design, with an emphasis on meeting WCAG 2.1 AA guidelines.

]]> Join the Center for Teaching & Learning for this interactive workshop that introduces staff to the updated Title II regulations under the Americans with Disabilities Act (ADA) and their implications for digital accessibility in higher education. You will explore key principles of digital accessibility, usability, and universal design, with an emphasis on meeting WCAG 2.1 AA guidelines.

Through guided examples and hands-on activities, your will learn how accessibility barriers may affect users and how to identify and address common issues in digital materials. You will have opportunities to practice applying accessibility techniques, evaluate sample content, and make improvements using accessibility tools and checkers. By the end of the workshop, you will leave with a stronger understanding of compliance requirements and concrete skills you can apply immediately to create more accessible digital content.

Session #1 March 23, 2026

Session #2 March 30, 2026

Session #3 April 6, 2026

Session #4 April 13, 2026

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