Category: Teaching and Learning

How do you grade a poem? An excerpt from Meaningful Grading: A Guide for Faculty in the Arts

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Meaningful Grading: A Guide for Faculty in the Arts, by Natasha Haugnes, Hoag Holmgren, and Martin Springborg, was published this summer by WVU Press. Written as a guide for postsecondary arts instructors in all stages of their careers, the book addresses issues of perennial importance in all arts disciplines.

These are the three main questions that drive Meaningful Grading: 

  • How can faculty in the arts grade student work in ways that improve learning and support artistic  development? 
  • What does effective grading in the arts look like?
  • How can faculty in the arts develop and  improve their teaching and grading over the course of their careers?

The contents are written in tip form, and arranged to mirror the flow of an academic semester, so that information can be located and implemented quickly and easily. Here we share an excerpt from the section “During the Semester.”Read More »

Author gallery: Meet the experts in our series Teaching and Learning in Higher Education

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Authors in WVU Press’s series Teaching and Learning in Higher Education, edited by James M. Lang, have given successful talks and workshops around the world and are available for a variety of programming on topics ranging from small teaching interventions to universal design to neuroscience. When you bring a WVU Press author to your campus or conference, we’ll work with you to get books in the hands of your audience or participants; we offer bulk discounts for all-conference reads, faculty reading groups, or even just a few books for raffle prizes. Contact sales and marketing manager Abby Freeland for details, and get to know our authors below.

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Series editor James M. Lang is a professor of English and the director of the D’Amour Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of five books, the most recent of which are Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016), Cheating Lessons: Learning from Academic Dishonesty (Harvard, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard, 2008). He is also coeditor of Teaching the Literature Survey Course, published by WVU Press. Lang writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, and Time. He has conducted workshops on teaching for faculty at more than a hundred colleges or universities in the US and abroad.  In September of 2016 he received a Fulbright Specialist grant to work with three universities in Colombia on the creation of a MOOC on teaching and learning in STEM education. He has a BA in English and philosophy from the University of Notre Dame, an MA in English from St. Louis University, and a Ph.D. in English from Northwestern University.Read More »

Shallow learning? The promises and perils of the literature survey course

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James M. Lang edits WVU Press’s series Teaching and Learning in Higher Education and is also coeditor of the latest series book, Teaching the Literature Survey Course. With a new semester and the annual meeting of the Modern Language Association both on the near horizon, Jim agreed to share a version of the book’s introduction.

When I was an undergraduate in the late 1980s and early 1990s, I took the three literature survey courses that were required of all English majors at my university, and that remain a staple feature of English majors today: two surveys of British literature, divided somewhere between the Restoration and Romantic periods, and one survey of American literature. All proceeded as usual throughout the American and early British surveys, but early in the semester some tragedy befell the professor of the second half of the British literature survey, and the university had to scramble to find a replacement for him to allow the course to continue. The faculty member who took over the course was a political scientist. As an undergraduate, I had no glimpse into whatever internal processes led to this outcome, which now strikes me as exceedingly strange, especially given that this was a moderate-sized research university, which likely had plenty of graduate students and adjuncts on the English Department roster already.Read More »