Author: Maryellen Weimer, PhD
In the midst of the COVID-19 pandemic, as we deal with closed campuses and everything going online, we find ourselves teaching in the face of an array of circumstances that make learning difficult. The undercurrents ...
“Students don’t like group work, especially the bright students.” You hear that a lot from faculty; it’s a widely held opinion. But how much do we actually know about student attitudes toward working with others? ...
Many faculty don’t expect to learn a lot from those end-of-course student comments. Students don’t write much, don’t always think carefully about what they write, and have been known to make ugly comments. Low expectations ...
Research on active learning is moving beyond the “does it work better than lecture?” question to explore how particular kinds of active learning experiences influence learning. How appropriate and welcome! Do some of its many ...
Being able to track your learning, make adjustments, and recognize when you have learned—those are skills that make a difference, both professionally and personally. Barry Zimmerman (1986), known for his work on self-regulated learning, defines ...
Students take a 10-question quiz at the beginning of class, and it’s graded immediately. The instructor provides some of the answers; the rest are discussed with consideration of the pros and cons of various answers. ...
I’m thinking of those annoying things that students do, such as getting to class late, leaving early, sleeping in class, misusing electronic devices, and talking or eating during class. Your list might be different, but ...
When a course is offered in multiple sections, sometimes at different locations, and taught by different instructors and worthy of transfer credit, it’s important that the students taking it have the same course experiences. Depending ...
Concern over large courses (especially required ones) persists even as their economic viability has made them an increasingly accepted part of higher education. We’re not expecting them to go away any time soon, but that ...
Getting feedback from students can help you build a better syllabus. They’re the ones you’ve designed it for. They’re the ones who will benefit from using it. They’re the ones who experience a range of ...
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