Faculty Insights Library
Every Friday, we’re thrilled to embark on a captivating journey into the realm of social annotation with our esteemed faculty users. Welcome to Friday Faculty Insights, where we’ll delve deeper into the world of Hypothesis and uncover valuable insights from those who have experienced its transformative impact firsthand. Each week, we’ll bring you a fresh perspective and actionable ideas that can elevate your teaching and enrich the learning experience for your students.
Bridget O’Rourke, Director of the Writing Program and English Professor, Elmhurst University
Creating a Collaborative Learning Environment With Hypothesis
The remarkable Bridget O’Rourke, Director of the Writing Program and English professor at Elmhurst University, describes how social annotation enabling collaboration over readings lead to better comprehension for her students.
Denise Maduli-Williams, Assistant Professor, San Diego Miramar College
How Social Annotation Equalizes the Student Voice
The inspiring Denise Maduli-Williams, assistant professor at San Diego Miramar College, praises Hypothesis’s ability to empower the student voice.
Dr. Jasmine Noelle Yarish, Asst. Professor of Political Science, University of the District of Columbia
Utilizing Hypothesis for OER Materials
The esteemed Dr. Jasmine Noelle Yarish of the University of the District of Columbia discusses how social annotation positively impacted her classroom, and the power of using Hypothesis for OER materials.
Leysia Palen, Distinguished Professor of Computer Science and Information Science, University of Colorado Boulder
Creating the Idealized Classroom Experience with Hypothesis
Leysia Palen, Distinguished Professor of Computer Science and Information Science at the University of Colorado Boulder, sheds light on how social annotation has created the “idealized classroom experience.”
Dr. Heather Walder, Asst. Teaching Professor, University of Wisconsin – La Crosse
Hypothesis’s Key Role in Facilitating Deep Classroom Discussions
Dr. Heather Walder of the University of Wisconsin – La Crosse shares how using social annotation improved student reading and led to deeper conversations, both in person and online.
Sheryl Sawin, Ph.D., Asst. Professor of Instruction, Associate Director for Digital Innovation, University of Wisconsin – La Crosse
Using Hypothesis Empowers Students To Participate in Classroom Discussions
In this episode of Friday Faculty Insights, the incredible Sheryl Sawin of Temple University shares how collaborative annotation boosts student confidence, fostering richer engagement in classroom discussions.
Jacquelyne Thoni Howard, Ph.D., Administrative Asst. Professor of Technology and Women’s History, Tulane University
How Social Annotation Enhances Student Engagement With Course Readings
Jacquelyne Thoni Howard of Tulane University explores how social annotation transformed her students’ reading experience and fostered deeper, more meaningful engagement with the text.