For example, perhaps a student is wondering whether to useĪre synonymous words. The result is an extensive searchable collection of tips on grammar, spelling, usage, and other quandaries relevant to formal writing. Eventually, these weekly emails took the form of a blog in which readers could submit questions or comments on writing challenges they encountered. Seltzer created a weekly email to faculty on her campus and she called it Noticing common errors in grammar, spelling, and language usage, Dr. The author, Deborah Seltzer, created this resource during a time when her workload included reviewing grant proposals, research protocols, and other formal writing. The first tool we will cover is an online blog originally developed for fellows, postdoctoral researchers, and faculty researchers faced with the challenges inherent in writing academic manuscripts.

Support for Developing Writing Skills: Language Usage Weblog

The goal of this article is to help educators and presenters evaluate or expand their own teaching toolbox The tools are organized into groups, based on the investment of time necessary to achieve proficiency in use. The description of each tool includes its purpose, availability, and most appropriate applications. In this article we will take a look at some of these tools that may be helpful for teaching in general. A second factor to assess is whether a given tool is actually suited for the desired student learning outcomes. The first factor to consider when adopting a new teaching tool is the amount of time necessary to learn and implement the tool successfully. Each year at the University of Pittsburgh Teaching Conference, we include a look at some of these tools, ranging from low-tech to high-tech teaching enhancements. Whether in the classroom or clinic, educators have a wide array of teaching tools available to enrich the learner experience. As a result of this activity, the participant will be able to (1) list three easily accessible resources to enhance classroom learning activities (2) describe resources for creating customized textbook or online class materials (3) explain options for enhancing classroom engagement via interactive polling and (4) summarize the supervision, questioning, feedback approach to determine students' needs in clinical instruction.

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