Robert Hawley will lead the Dartmouth Center for the Advancement of Learning.
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"Vedang Puranick's calm and kind demeanor was exactly what I needed to not only succeed in the course but connect with the material. … I cite him as a main reason why I continued in the sciences at Dartmouth." "Mack Willingham made me a better writer through thorough, thoughtful feedback and a genuine intellectual interest in my work. … He offered guidance that was never generic, providing the kind of nuanced advice that can only come from earnest listening. … He was a key part of the support system that made my transition to Dartmouth easier." Praise like this doesn't come from a committee or formal review; it comes directly from students themselves, shared of their own accord. Each year, undergraduates nominate the graduate students who made the biggest difference in their learning, and this year the Dartmouth Center for the Advancement of Learning (DCAL) recognized 12 of these graduate students for outstanding teaching. DCAL hosted a lunch in their honor on April 10, celebrating their work in classrooms, labs, and mentoring relationships across campus.
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Two upcoming speaker events: On April 23, Josh Eyler (University of Mississippi) joins us for an interactive session rethinking the role of grades in higher education. And on May 11, Katherine Elkins (Kenyon College), co-founder of Kenyon's AI lab and a principal investigator in the NIST AI Safety Institute Consortium, presents "Beyond AI Literacy: What Higher Ed Is Getting Wrong About AI."
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This month we're sharing strategies for the start of term, tips for promoting joy in the classroom, and looking at concerns posed by 'Homework Agents' (with an invitation to bring your questions to our Learning Design and Innovation team). We're also sharing registration links for Teaching & Learning's spring lineup: 14 workshops and programs — and counting — that give you time and space to explore engagement, equity, assessment, AI, and more with colleagues.
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Ask faculty how they're handling generative AI (GenAI) in their courses and you'll hear responses ranging from deep experimentation to principled rejection—and everything in between. Answers also vary by discipline; an obvious pedagogical opportunity in one field can be a fundamental threat to learning goals in another. With many students using these tools and many professions now requiring proficiency, a number of faculty members are seeking support to build GenAI learning opportunities into their courses with a thoughtful lens.
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