blog posts

• Advice for the First Day of Class: Today We Will.

  Aug 18, 2021 10:30 am

  Advice for the First Day of Class: Today We Will. The first day of class is critical. What happens on the first day, even in the first moments, sets the tone for the entire course. The impression you make will last the entire semester, and today’s students are not shy about sharing their opinions. Most students will make up their minds about the course and the instructor during that first class period. That is why you must use the first day, the first moments of class, to inspire confidence in your abilities and create a classroom atmosphere where the rules are clear; expectations are high; and yet students feel welcome, comfortable, and engaged.

• Make the Most of the First Day of Class

  Aug 11, 2021 4:30 pm

  Make the Most of the First Day of Class. The first day of class always creates some nervousness, even for seasoned instructors. It helps to have a mental checklist of objectives to accomplish so that you and your students come away with the impression that the course is off to a good start. The first class meeting should serve at least two basic purposes: 1) to clarify all reasonable questions students might have relative to the course objectives, as well as your expectations for their performance in class. As students leave the first meeting, they should believe in your competence to teach the course, be able to predict the nature of your instruction, and know what you will require of them and 2) to give you an understanding of who is taking your course and what their expectations are. Here are eight concrete objectives from these two purposes.

• Using Your Syllabus as a Learning Resource

  Aug 11, 2021 4:30 pm

  Using Your Syllabus as a Learning Resource.  We know students do not take it upon themselves to read the syllabus. Yet syllabus indifference still bewilders me after teaching for 25 years, given that my syllabi are conveniently available online and in hard copy, and are replete with information virtually assuring success with my courses. Tired of asking students to “read the syllabus for that information,” a number of years ago I decided to incorporate my syllabus into each class meeting as a learning resource. Three strategies have proven quite successful.

• Ten Tips for More Efficient and Effective Grading

  May 18, 2021 11:30 am

  (from Faculty Focus). Ten Tips for More Efficient and Effective Grading. Many instructors dread grading, not just because grading takes up a sizable amount of time and can prove itself a tedious task, but also because instructors struggle with grading effectively and efficiently. However, effective grading does not have to take inordinate amounts of time, nor does one need to sacrifice quality for speed. The following tips can help instructors grade more effectively while enhancing student learning. 

• A Mountain of Grading

  May 18, 2021 11:15 am

  (from Vanderbilt University Center for Teaching). A Mountain of Grading. Now that the final exams are almost over, do you find yourself facing a large mountain of grading? And, perhaps, you wonder if you are spending more time grading than your students spent completing that assignment?  Consider the notion of “light grading” where you limit your comments or notations to those your students can use for further learning or improvement.  Here are some suggestions on how to do that.

• Ending the Semester

  Apr 26, 2021 9:45 am

  (from Georgetown University The Teaching Commons). Ending the Semester. A semester is a marathon effort, and, by the time you reach the end of it, it’s quite possible that everyone—you and the students both—will be exhausted, and perhaps very ready to leave the course behind. But one last thoughtful push can ensure that the course’s conclusion is meaningful in its own right. Think about a) looking back, b) gathering feedback, and c) looking forward regarding this semester's courses. 

• Fizzle or Finale: The Final Day of Class

  Apr 26, 2021 9:45 am

  (from Duquesne University Center for Teaching Excellence). Fizzle or Finale: The Final Day of Class.Many courses end with a fizzle.  Frank Heppner (2007) aptly says, “In most classes, The Last Lecture was about as memorable as the rest of the class had been – that is, not very.”  The final class should bring the course to an appropriate conclusion or finale.  “For many..., the last day of class comes and goes without ceremony, yet it provides an opportunity to bring the student-teacher experience to a close in a way that students appreciate and enjoy” (Lucas and Bernstein, 2008). How can you make the final day into a finale? Some ways are: give a momento, “pass the torch,” and make emotional connections.

• Assigning Course Grades

  Apr 26, 2021 9:45 am

  (from University of Illinois Center for Innovation in Teaching & Learning). Assigning Course Grades. The end-of-course grades assigned by instructors are intended to convey the level of achievement of each student in the class. These grades are used by students, other faculty, university administrators, and prospective employers to make a multitude of different decisions. Unless instructors use generally-accepted policies and practices in assigning grades, these grades are apt to convey misinformation and lead the decision-maker astray. When grading policies are practices that are carefully formulated and reviewed periodically, they can serve well the many purposes for which they are used. What might a faculty member consider to establish sound grading policies and practices? With careful thought and periodic review, most instructors can develop satisfactory, defensible grading policies and procedures.

• Stop Giving Them Answers: Make Them Think!

  Apr 13, 2021 1:15 pm

  (from Faculty Focus) Stop Giving Them Answers: Make Them Think! Higher education has recently changed in faster and more dynamic ways than anticipated. COVID-19 is an immediate factor, but the access to information is more prevalent now than 15 years ago. Many students’ learning habits do not include long nights in the library reading through textbooks or searching through library stacks. Information is at students’ fingertips, and the desire for immediate access to information is only growing. There is a real sense in which students want answers now, and as educators, we are tasked with cultivating the intellect, which is a laborious process. “Learning is deeper and more durable when it’s effortful” (Brown, Roediger, & McDaniel, 2014). In other words, deep learning is hard work. We know this, and we are faced with convincing students that deep learning is meaningful and rewarding.

  Consequently, we are charged with developing and refining our students into professional learners who are efficient at thinking critically, completing tasks, and ready to enter the “real world.” As Nagro et al. (2018) stated, accomplishing this means structuring our classrooms to emphasize student choice and allowing authentic learning through individual and group activities.

• The Feynman Technique: The Best Way to Learn Anything

  Apr 13, 2021 1:00 pm

  (from Pocket Worthy). The Feynman Technique: The Best Way to Learn Anything. There are two types of knowledge and most of us focus on the wrong one. The first type of knowledge focuses on knowing the name of something. The second focuses on knowing something. These are not the same thing. The famous Nobel winning physicist Richard Feynman understood the difference between knowing something and knowing the name of something and it’s one of the most important reasons for his success. In fact, he created a formula for learning that ensured he understood something better than everyone else. There are four simple steps to the Feynman Technique: 1) Choose a Concept, 2) Teach it to a Toddler, 3) Identify Gaps and Go Back to The Source Material, 4) Review and Simplify (optional).