blog posts

• The wrap-up: Ideas for the last day of class.

  Apr 28, 2016 8:00 am1 views

  The wrap-up: Ideas for the last day of class.  “When I was younger I recall having many good intentions about using the last day of class to reflect on and integrate what had happened during the semester.  Students would think about and share their Meaningful Learning Experiences, there would be significant bonding, perhaps a few tears shed, and we would all leave on a high note – in my imagination. In reality, I often use that day to catch up, students are exhausted and cranky, and they’re glad when I let them go early.” Adequate closure creates a sense of satisfaction for all involved and can reinforce the meaningful connections we’ve made with our students – connections that sometimes get lost or strained with end-of-semester stress. Read here for valuable suggestions such as letters to the future.

• The University of China at Illinois.

  Feb 26, 2015 8:00 am11 views

  The University of China at Illinois.  Did you know that UIUC has nearly 5000 students from China?  That’s more than any other U.S. University. Our Chinese students make up the largest group of international students on our campus, followed by South Korea and India.  Read this article from Inside Higher Ed, including interviews with Charles Tucker and Nicole Tami about how our students adapt.  To learn more about how to create a more supportive learning environment for a diverse student body, attend our Post Faculty Retreat Workshop Series (open to all graduate students and faculty).

• The Three Most Time-Efficient Teaching Practices

  Aug 28, 2014 8:00 am27 views

  The Three Most Time-Efficient Teaching Practices.  As we start our semester, it is important to look at how effective and efficient we can be with our time.  Here are three suggestions from Linda Hodges (U. of Maryland, Baltimore Co.) on how to be more productive in our class preparation, while also promoting better student learning.  

• The Teaching Exchange: Fostering Critical Thinking

  Mar 22, 2022 8:45 am9 views

  (From Vanderbilt University The Center for Teaching) The Teaching Exchange: Fostering Critical Thinking. There are two general approaches that I find helpful in producing a classroom setting conductive to critical inquiry. These involve 1) the establishment of an environment in which both parties, student and teacher, function as partners in inquiry, and 2) the employment of a set of questioning strategies specifically geared to the acquisition of higher-order thinking and reasoning skills.

  Central to making students feel they are partners in a community of learners is the creation of a climate of trust, so that students feel safe in offering their own ideas. I try to foster a sense of “we-feeling” by asking, for example, “How can we explain this development? What does it mean to us?” Using plural pronouns creates a dialogue that has less of an adversarial tone and underscores the idea of students and teachers as partners in inquiry. I have also found that learning student names as quickly as possible is essential for developing trust. I give students a rationale for the value of an interactive classroom. I assure them that interaction is not designed to embarrass them, but rather to facilitate learning and make the subject matter more interesting. This lets students know they have some control over class proceedings and that their insights and contributions will be validated in our mutual quest for understanding. Here are some additional strategies. 

• The Sound of Silence Can Be Deafening and the Questions You Ask Your Students Can Provoke It

  Mar 31, 2021 3:30 pm43 views

  (from Stanford University’s Tomorrow’s Professor) The Sound of Silence Can Be Deafening and the Questions You Ask Your Students Can Provoke It. A colleague recently told me that the students in his undergraduate class “didn’t want to talk.” I probed, “What kinds of questions have you asked your students?” He replied, “Well, the first question I asked this morning was ‘What is the main point of the article I assigned for the day?’” Nobody said anything. I pointed out that even I might be afraid to answer such a question. Such questions pose a severe challenge to the confidence of undergraduate students, because the instructor knows the answer and they don’t. When it comes to answering questions about “facts,” there are many ways to be wrong, but only one way to be right. When faced with this dilemma, students are understandably silent. I suggested that he come up with nonthreatening questions: questions that didn’t put a student’s self-confidence and reputation at risk.

• The Sound of Silence Can Be Deafening and the Questions You Ask Your Students Can Provoke It

  Oct 2, 2018 5:00 pm6 views

  The Sound of Silence Can Be Deafening and the Questions You Ask Your Students Can Provoke It. A colleague recently told me that the students in his undergraduate class “didn’t want to talk.” I probed, “What kinds of questions have you asked your students?” He replied, “Well, the first question I asked this morning was ‘What is the main point of the article I assigned for the day?’” Nobody said anything. I pointed out that even I might be afraid to answer such a question. Such questions pose a severe challenge to the confidence of undergraduate students, because the instructor knows the answer and they don’t. When it comes to answering questions about “facts,” there are many ways to be wrong, but only one way to be right. When faced with this dilemma, students are understandably silent. I suggested that he come up with nonthreatening questions: questions that didn’t put a student’s self-confidence and reputation at risk.

• The Sound of Silence Can Be Deafening and the Questions You Ask Your Students Can Provoke It

  Nov 1, 2021 9:00 am20 views

  (From Stanford’s Tomorrow’s Professor). The Sound of Silence Can Be Deafening and the Questions You Ask Your Students Can Provoke It. A colleague recently told me that the students in his undergraduate class “didn’t want to talk.” He and I had previously talked about how to get students more engaged, and I had suggested to him that he ask questions. I probed, “What kinds of questions have you asked your students?” He replied, “Well, the first question I asked this morning was ‘What is the main point of the article I assigned for the day?’” Nobody said anything. I pointed out that even I might be afraid to answer such a question. Such questions pose a severe challenge to the confidence of undergraduate students, because the instructor knows the answer and they don’t. The answer is a “fact” which the instructor clearly thinks the students should have already known before they came to class. When it comes to answering questions about “facts,” there are many ways to be wrong, but only one way to be right. When faced with this dilemma, students are understandably silent.

  I suggested that he come up with nonthreatening questions: questions that didn’t put a student’s self-confidence and reputation at risk. There are better ways which start with different types of questions. 

• The Rhythms of the Semester: Implications for Practice, Persona

  Jan 13, 2022 10:30 am8 views

  (from Faculty Focus). The Rhythms of the Semester: Implications for Practice, Persona. We begin each semester on a different note than we end on. The early weeks hold promise and high hopes, both often curtailed when the first assignments are graded. The final weeks find us somewhere between being reluctant or relieved to see a class move on. There is an inexplicable but evident interaction between our teaching persona and the persona a class develops throughout a semester. Some structural factors influence both: among them—the type and level of a course, the discipline, the time of day, and whether the students are a cohort or a unique collection of individuals. Using our understanding of the effects and predictability of the arc, we can help students effectively navigate through the highs and lows of a course. 

• The Rhythms of the Semester: Implications for Practice, Persona

  Nov 12, 2018 3:15 pm6 views

  The Rhythms of the Semester: Implications for Practice, Persona. We recognize that in the march of the semester we begin on a different note than we end on. The early weeks hold promise and high hopes, both often curtailed when the first assignments are graded. The final weeks find us somewhere between being reluctant or relieved to see a class move on. There is an inexplicable but evident interaction between our teaching persona and the persona a class develops throughout a semester. Some structural factors influence both: among them—the type and level of a course, the discipline, the time of day, and whether the students are a cohort or a unique collection of individuals. Here are some ways in which the semester changes over the weeks. 

• The Promising Syllabus

  Aug 7, 2013 8:00 am91 views

  The Promising Syllabus. In the few weeks before school starts, everyone across campus is creating or reviewing their syllabus for the upcoming semester. Ken Bain, author of the award-winning book “What the Best College Teachers Do,” says that using a different approach in composing the promising syllabus “can stimulate deeper and more enthusiastic student learning.” Click here to learn more about this innovative syllabus approach.

• The Need for Balanced Feedback

  Sep 15, 2018 5:30 pm15 views

  The Need for Balanced Feedback. In the online class environment, students enjoy many advantages, such as increased scheduling flexibility, ability to balance work and school, classroom portability, and convenience. But there are potential shortcomings as well, including the lack of student-instructor interaction and a student not understanding the instructor’s expectations. A key mechanism to convey expectations while increasing student-instructor communication is relevant, timely, constructive, and balanced instructor feedback.

• The Most Effective Teachers Vary Their Styles

  Feb 5, 2014 8:00 am3 views

  The most effective teachers vary their styles depending on the nature of the subject matter, the phase of the course, and other factors. By so doing, they encourage and inspire students to do their best at all times throughout the semester. It is helpful to think of teaching styles according to the three Ds: Directing, Discussing, and Delegating.  To learn more, click here. 

• The Most Crucial Two Minutes of Class

  Sep 9, 2020 5:30 pm6 views

  (From Faculty Focus). The Most Crucial Two Minutes of Class. As an educator, I have an embarrassing confession: When I was younger, I was an incredibly difficult student.

  Read something? … On a good day, maybe I’d do some skimming.   Prepare ahead of time? … Nah, another student will do the talking. Pay attention in class? … What for? Why does this even matter to me?!

  There within that last cringe-worthy question lies the problem. For anyone who has been at the front of a classroom, you know that one of the greatest obstacles to learning is student apathy. To help overcome this barrier, I recommend the “motivation step,” a brief, introductory discussion designed to articulate why the material is significant. Not just because it may be on an exam, but rather because it will have real life, lasting consequences. It is a practice that immediately addresses that elephant in the room: Why the material matters.

• The Last Day of Class - Make It Count

  Nov 29, 2015 8:00 am4 views

  The Last Day of Class. Make the last day count. Too often, the last day of a class can be taken up with housekeeping-information on the final, last minute details, and course evaluations. But as Richard Lyons, author of several books on college teaching says, "the final class is a key student retention milepost." Here are some activities from Berkeley’s teaching center.

• The Last Class: A Critical Course Component

  Apr 28, 2016 8:00 am0 views

  The Last Class: A Critical Course Component. There has been significant and well-deserved attention paid to the first class. This class is critical in setting the tone and expectations of the course. Unfortunately, the same amount of attention has not been paid to the last day of class. To us, this class is as important as the first. It is the class where the professor has an opportunity to celebrate the learning of the students. Unfortunately, this day is usually saved for final exam review, finishing up projects or dealing with logistical details like date, time, and location of the final or where to pick up graded term papers. The course ends with a whimper instead of a bang. Think about different ways in which to make this last day as important as the first day of class as a way for celebration and reflection.

• The Importance of Early Feedback about Teaching

  Feb 8, 2012 8:00 am1 views

  The Importance of Early Feedback about Your Teaching.  Now is the time of the semester to collect informal early feedback (IEF) about your teaching and your students' learning. To learn more about this important strategy and see sample forms, click here.  Also, CTE will be offering an IEF workshop on Feb. 21st. Register here.

• The Importance of Early Feedback

  Mar 3, 2011 8:00 am1 views

  The Importance of Early Feedback.  Student feedback needn't be collected only through ICES.  If you haven't collected feedback about how your class is doing, then read this article to understand how feedback is a valuable part of any semester, and the particular importance of early feedback. Click here to learn more about early feedback and directions and sample forms.

• The Importance of Early Feedback

  Sep 22, 2011 8:00 am0 views

  The Importance of Early Feedback. Student feedback needn't be collected only through ICES.  If you haven't collected feedback about how your class is doing, then read this article to understand how feedback is a valuable part of any semester, and the particular importance of early feedback.  Read the article here. Don't forget CTE's workshop about Informal Early Feedback (IEF) on Sept. 27, 2011.

• The Final Class Sessions: Providing Closure

  May 2, 2011 8:00 am0 views

  The Final Class Sessions: Providing Closure. The end of the semester can be stressful for instructors as well as students.  Use these tips from the University of Minnesota to ensure that you end your course gracefully. Click here to read the strategies.

• The Final Class Sessions: Providing Closure

  May 2, 2014 8:00 am0 views

  The Final Class Sessions: Providing Closure. The end of the semester can be stressful for instructors as well as students. If you have a few minutes in this last session, take the opportunity for all to reflect about where the students started and how much they have learned. Here are some tips from the University of Minnesota. Click here to read the strategies.

• The Final Class Sessions: Providing Closure

  Dec 5, 2013 8:00 am6 views

  The Final Class Sessions: Providing Closure. The end of the semester can be stressful for instructors as well as students. If you have a few minutes in this last session, take the opportunity for all to reflect about where the students started and how much they have learned. Here are some tips from the University of Minnesota. Click here to read the strategies.

• The Feynman Technique: The Best Way to Learn Anything

  Apr 13, 2021 1:00 pm122 views

  (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). 

• The Big Bang of Motivation: Questions That Evoke Wonder in Our Students

  Mar 31, 2021 3:30 pm85 views

  (from Faculty Focus). The Big Bang of Motivation: Questions That Evoke Wonder in Our Students. Many college and university professors name student motivation and engagement as their top challenge. It’s a common belief that motivation is a character trait that is either present or missing in each student. However, if we look back upon our personal histories as learners, we can all think of times when we participated half-heartedly. Many of us can also recall teachers who kindled in us a deep connection to the topics in their courses despite an absence of such interest when we first entered their classrooms. We became highly motivated to participate in the learning process, perhaps even developing a lifelong interest in the field. How did these teachers ignite this interest in us? While the topic of human motivation still contains many mysteries, researchers have discovered fascinating clues about what sparks a desire to learn. Amidst all of the factors that influence human motivation to learn, wonder might be seen as the “big bang” because it is such an essential starting point in any passionate path of inquiry.

• The Benefits of Using Students as Guest Speakers

  Nov 9, 2022 8:45 am3 views

  (From Faculty Focus). The Benefits of Using Students as Guest Speakers. Last year I received a grant to support bringing guest scholars to my class. The idea was to find students with some expertise relevant to my courses and invite them to present in class, thereby giving the class a perspective on the material that I couldn’t provide. The grant enabled me to pay the guest scholars a stipend for their work. I had both the guest scholars and students complete questionnaires after these visits to class. 

  Here’s the rationale behind the idea. The task of the teaching professor is to educate, but what does that mean? The traditional notion is that education is something done to the students by the professor. The contrary radical notion is that education is something done by students for themselves—the old comparison between the student as container and the student as plant. A middle ground, which seems closer to reality than either of these theoretical positions, is that education is something done both by the professor with the students and by the students with the professor.

   

• The Art of Cold Calling

  Oct 19, 2021 2:15 pm11 views

  (from Harvard University The Christensen Center for Teaching & Learning). The Art of Cold Calling. If you are looking to better engage students in the classroom, cold calling can be a great way to spark discussion and foster an inclusionary environment. Yes, this method can be used to set the tone for class expectations, but it isn’t about shaming the unprepared. Done right, cold calling can serve up meaningful dialogue while also allowing a variety of students a chance to contribute, whether it’s by offering a deserving nod to an oft-prepared student or highlighting another’s expertise and background. Unsure how to properly use cold calling in your classroom? Let’s explore the why, who, and how.

• The Add/Drop Period and Your Syllabus

  Aug 23, 2011 8:00 am0 views

  The Add/Drop Period and Your Syllabus. Many students "shop around" during the first week or two of classes.

  Will this affect the beginning of your course?  Jason B.  Jones of ProfHacker at the Chronicle of Higher Education offers some observations to get you thinking about how to handle this period of the semester. Click here for the article.

• Tests as Opportunities for More Learning

  Oct 3, 2012 8:00 am1 views

  Tests as Opportunities for More Learning. Tests are generally thought as ways to assess what and how much students have learned. If carefully crafted, they can also serve as opportunities for additional learning to happen. See this article on creating different types of effective tests.

• Testing what you’re Teaching without Teaching to the Test

  Mar 23, 2017 8:00 am5 views

  Testing what you’re Teaching without Teaching to the Test. Have your students ever told you that your tests are too hard? Tricky? Unfair? Many of us have heard these or similar comments. The conundrum is that, in some circumstances, those students may be right. Assessing student learning is a big responsibility.  Assessments (e.g., tests, quizzes, projects, and presentations) that are haphazardly constructed, even if unintentionally, can result in scores and grades that misrepresent the true extent of students’ knowledge and leave students confused about what they should have been learning. Fortunately, in three easy steps, test blueprinting can better ensure that we are testing what we’re teaching.
  

• Test Construction: Some Practical Ideas

  May 2, 2011 8:00 am7 views

  Test Construction: Some Practical Ideas.  Majority of our courses include some kind of final exam.  This guide from the University of Texas at Austin presents a very thorough method for constructing tests that accurately assess students' learning.  Here is the guide.

• Test Anxiety: Causes and Remedies

  Mar 23, 2017 8:00 am15 views

  Test Anxiety: Causes and Remedies. There hasn’t been a lot written recently about test anxiety, but that doesn’t mean it’s no longer an issue for a significant number of students. Those of us who don’t suffer from test anxiety—and I’m betting that’s most faculty—can find it hard to be sympathetic. Life is full of tests, and students need to get over it. Besides, if students have studied and prepared, there’s no reason for them to feel excessively anxious about a test. Perhaps we should start by reestablishing that test anxiety is a legitimate problem. A significant amount of research says that it can affect students in kindergarten right on up through college and graduate school.  Teachers can’t cure test anxiety. But they can offer remedies that students should be encouraged to try. Information about good study strategies should be included in every course.

• Ten Ways to Overcome Barriers to Student Engagement Online

  Mar 11, 2020 8:45 pm300 views

  Ten Ways to Overcome Barriers to Student Engagement Online. Student engagement is a concept often discussed in education and an abundance of research exists on the topic. Student engagement is something instructors want to see and feel in their classrooms. Generally, student engagement tends to be viewed as the level of interest students show towards the topic being taught; their interaction with the content, instructor, and peers; and their motivation to learn and progress through the course. Online learning presents new challenges when compared to a traditional classroom because students are separated from their instructor by a computer screen. How can we engage our students in the content, learning activities, and assessments? How can we prevent feelings of frustration or isolation and keep them motivated? These questions are frequently asked by online instructors looking to maintain the same levels of engagement they see and feel in their face-to-face classrooms. Here are the strategies to try.

• Ten Tips for More Efficient and Effective Grading

  May 18, 2021 11:30 am35 views

  (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. 

• Ten Rules of Good (and Bad) Studying

  Sep 10, 2014 8:00 am9 views

  Ten Rules of Good (and Bad) Studying.  Students may not be aware that they are using some unhelpful strategies when they are studying. Think about sharing with your students strategies such as explanatory questioning and simple analogies to help them more deeply encode what they are learning. Click here for a list of helpful studying strategies.

• Teaching with Discussions

  Jan 25, 2017 8:00 am6 views

  Teaching with Discussions. One of the most challenging teaching methods, leading discussions can also be one of the most rewarding. Using discussions as a primary teaching method allows you to stimulate critical thinking. As you establish a rapport with your students, you can demonstrate that you appreciate their contributions at the same time that you challenge them to think more deeply and to articulate their ideas more clearly. Frequent questions, whether asked by you or by the students, provide a means of measuring learning and exploring in-depth the key concepts of the course. Be planful in how you start maintain, and finish the class discussion.

• Teaching with Care: Why Community is at the Heart of Successful Pedagogy

  Jan 11, 2023 2:30 pm11 views

  (from Faculty Focus). Teaching with Care: Why Community is at the Heart of Successful Pedagogy. Teaching during the pandemic meant harnessing the power of community to build a classroom in which students could succeed, because they understood that a caring attitude was at the heart of such an endeavor; this lesson carries on even as we move forward. Crafting a community is as essential as providing high-level content and goes to the heart of successful pedagogy. In fact, relationship building is a key determinant of classroom success, according to researchers at the Harvard Graduate School of Education (Mehta, 2020). A feeling of belonging can mitigate fears and counter the isolation that can take hold of students trying to navigate college. Community is also correlated with an enhanced level of engagement (Borup, Graham, West, R.E. et al, 2020). The more instructors are willing to formulate a foundation of belonging and shared mission, the more students will be inclined to participate. Emphasizing community as a cornerstone of strong pedagogy is one of the most effective ways to deepen learning and is something that helps all members of the classroom.  

• Teaching with Blogs

  Oct 5, 2021 3:00 pm4 views

  From Vanderbilt University Center for Teaching). Teaching with Blogs. Although people often think of social media as a space for non-academic interactions, blogs can be helpful tools for instructors interested in enhancing their students’ communication skills and increasing their students’ investment in learning.

  Blogs can be spaces for informal or formal writing by students, and the capacity of blogs to support multiple forms of media (images, videos, links, and so on) can help students bring creativity to their communication. When writing for blogs, students can experiment and interact digitally in a relaxed and low-risk environment. Blogs can be an excellent balance between the rigor and structure of a formal written assignment and the freedom to experiment with ideas and arguments. Learn more here. 

• Teaching with Blogs

  Oct 25, 2022 5:15 pm4 views

  (From Vanderbilt University Center for Teaching) Teaching with Blogs. Although people often think of social media as a space for non-academic interactions, blogs can be helpful tools for instructors interested in enhancing their students’ communication skills and increasing their students’ investment in learning. Blogs can be spaces for informal or formal writing by students, and the capacity of blogs to support multiple forms of media (images, videos, links, and so on) can help students bring creativity to their communication. Most blogs includes tools for commenting and discussion, enabling students to engage their ideas in conversation with others, either within their local learning communities or on the open Web.

  Student writing is often seen by just one person on the planet (their instructor), which can make writing assignments feel like “busy work.” The dynamic interaction between writer and audience that blogs facilitate can help students see real value in their academic writing and take that writing more seriously. Blogs can be an excellent balance between the rigor and structure of a formal written assignment and the freedom to experiment with ideas and arguments. 

• Teaching Tip: Ending a Course

  Dec 7, 2017 11:15 am11 views

  The last few days of a course are often hectic for both teachers and students, and it is easy to miss out on a final few chances to wrap up the learning that has occurred throughout the semester. As Maier and Panitz (1996) note, ending a course with only a final exam often leaves students with a feeling of dread or inadequacy, rather than with a sense of accomplishment. A better goal for teachers is to help our students leave the course with a solid idea of what they have learned and how they can carry that new knowledge and skill base into future experiences. Here are a few ideas of how you can end your semester in a meaningful way.

• Teaching Time Management Strategies

  Mar 3, 2011 8:00 am1 views

  Teaching Time Management Strategies. At this point in the semester, your students may begin to feel overwhelmed by the demands of their classes.  Set them up for success in your class by developing their time management abilities. Here are ideas for you to consider.

• Teaching through Undergraduate Research

  Jan 29, 2013 8:00 am1 views

  Teaching through Undergraduate Research. An important goal when teaching undergraduates is to show them what it is like to be a professional in your field of study. So consider implementing undergraduate research (UGR) opportunities into your course. In addition, teaching and learning can be significantly enhanced when we engage our students in collaborative research and scholarship. Click here for an introduction to UGR. And here are some ways in which to incorporate research opportunities in your course.

   

• Teaching Students Specific Skills

  Mar 6, 2018 8:45 am11 views

  Sometime it is important to teach students how to do something, not something abstract like thinking, but how to execute some observable skill, such as starting an IV, writing code, or wiring a circuit. Teaching skills, much like teaching in general, shares certain similarities that are relevant across a variety of degree programs. It’s good to review these and use them to take stock of how we can better help students learn specific skills. This article describes some of those assumptions about how learners can master skills. 

• Teaching Philosophy Statements

  Mar 20, 2013 8:00 am2 views

  Teaching Philosophy Statements. Teaching philosophy statements are frequently requested for job applications, grants, and promotion and tenure packets. When written well, this statement can promote deep reflection about your teaching. This article by Maryellen Weimer describes how to avoid the most common mistakes. To begin writing or improving your statement, consider attending this teaching statement workshop on April 1, 2013.

• Teaching Higher Levels of Learning at the End of the Semester

  Nov 18, 2020 8:00 am14 views

  (From Boise State University teaching center).Teaching Higher Levels of Learning at the End of the Semester. Towards the end of the semester, students and instructors alike are often worn out and tempted to take one of two avenues: 1) They may be enticed to turn on cruise control, check out mentally, and start winter break a few weeks early. This first option may be particularly attractive when final class sessions are devoted to student presentations or 2) Students and instructors may be enticed to shift into high gear, to overwork and cram as much as possible. This second option lures students who have been slacking and instructors who have fallen behind schedule. Cramming helps no one.  Here are some effective strategies to implement.

   

• Teaching and Technology

  Oct 31, 2011 8:00 am0 views

  Teaching and Technology. This article, by Steven J. Corbett at Inside Higher Ed, describes one instructor's experience with using technology to teach writing.  In the process, he offers several helpful suggestions and links that can help you decide what role technology should play in your course. Click here for the article.

   

• Take a Vote

  Mar 6, 2009 8:00 am4 views

  Take a Vote. Make a statement based on the lecture content and ask students for a show of hands if they agree, disagree, or don't know A discussion of why may follow.

• Syllabus Format May Enhance Understanding of Course Requirements

  Aug 11, 2022 4:30 pm9 views

  (from Faculty Focus). Syllabus Format May Enhance Understanding of Course Requirements. Over the years, course syllabi have evolved from a simple document that outlines course objectives and requirements to an intimidating, multi-paged contract of terms and conditions for successful course completion. A number of writers have proposed syllabus makeovers, including some who’ve suggested the syllabus be offered in newsletter style. Others have proposed quizzing students on the syllabus as a way to encourage them to read it carefully.

  We decided to try these two ideas and investigate if they helped students understand four essential course requirements: course objectives, course policies, procedures for late work, and the number of exams. Each of us created one traditional course syllabus and one graphically enhanced syllabus in newsletter format, randomly distributing each type on the first day of class. We quizzed students on the course requirements on the second day of class. Both syllabi contained identical content. One of our goals as instructors is to place the responsibility for learning experiences on students. We thought a more engaging syllabus format might be more intellectually invigorating and better at connecting students with the course. Moreover, for those of us who include student learning objectives (SLOs), we hoped that offering them in this format might stimulate more self-regulated student learning. So, which syllabus format is better for students?

   

• Supporting Struggling Students Through Collaborative Problem Solving

  Feb 23, 2022 9:30 pm15 views

  (from Faculty Focus). Supporting Struggling Students Through Collaborative Problem Solving. Every semester faculty are faced with students who struggle with completing assignments, understanding the content, or just find it difficult to participate in class activities and discussions. For many, these struggles are connected to low grades, negative perceptions of the instructor and class, increased absences, and indicative of a general lack of engagement.  It is not uncommon for faculty to misinterpret these students as lazy, unmotivated, or just unprepared to do college-level work.  Faculty regularly reach out to assist, but some students are put into the university machinery of “student support,” where their worlds become more complex with emails connecting them to support services like tutoring and counseling, or notifying them that they are in danger of failing or not passing a course. Although this outreach is intended to motivate and help, there is a very real cognitive and emotional load that can be demoralizing if not debilitating. This is complicated, if not impossible terrain to navigate for all of us who genuinely want to see students succeed. Greene (2009) developed a framework for collaborative problem solving as a way to organize, support, and deeply engage students in identifying realistic ways to get back on track and succeed within the classroom. This framework has three steps that can be applied across multiple modalities.  All three steps are based on the fact that we are not merely disseminating information, but teaching human beings to think through content to build disciplinary skills, insights, and understanding. 

• Study Strategies for a Test

  Sep 18, 2019 4:45 pm18 views

  Study Strategies for a Test. Many courses have already administered quizzes and/or exams.  Often our students over-estimate or underestimate their knowledge and skills.  Also, are your students maximizing their efforts in studying for an exam?  Here is a checklist to share with your students to help them in their preparation.

• Students’ Definitions of the College Classroom

  Jan 31, 2018 12:15 pm2 views

  How participants in an interaction define a situation will determine what behaviors they see as appropriate for that context (Goffman 1959; McHugh 1968). The college classroom is no exception. Students’ satisfaction with a course and their willingness to engage in certain activities will depend in part on how well the instructor’s definition of what is and ought to be happening in the classroom aligns with their own. An important part of the process is defining the roles, the expectations for behavior, of both the instructor and students. This posting looks at how students define their own and the instructor’s responsibilities in class and what impact this has on student learning.

• Students as Forgotten Allies in Preventing Cheating

  Mar 29, 2018 8:00 am7 views

  Faculty are pretty much focused on preventative measures, which are essential, but there are a couple of other issues rarely mentioned in the literature or in our discussions. Students who don’t cheat usually aren’t on our side when it comes to enforcing cheating policies. In one study, almost 93% of the students said they had witnessed another student cheat, but only 4.4% said they had ever reported a cheating incident (Bernardi, et. al., 2016) Students are in a bind—they don’t want to rat out fellow classmates, some of whom may be friends. If they do and word gets out, they are labeled as “snitches” and “tattletales” — told to mind their own business and otherwise berated. With serious social consequences like these, it takes real courage to do the right thing.