Author: Maryellen Weimer, PhD
The new academic year is fast approaching, and course preparations are either underway or on everyone’s mind. We begin every semester, every year, wanting all our courses to go well. Even more importantly, we want ...
A new academic year is about to begin, and, well, there’s this course—maybe more than one—that you’re not exactly bristling with excitement to teach. What should you do?
Students look to teachers for leadership. The teacher is the person in charge—the course’s designated person in charge. That’s hardly revelatory, but how does leadership inform our practice? Do we think reflectively and critically about ...
Many faculty (probably most who read this column) willingly do a great many things to help students learn. For example, we know that our courses are jammed with content and that it’s hard for a ...
Do the things we know about how students learn apply to faculty when they’re learning about teaching? That question follows me around. I think about for a while, forget it, and then bump into it ...
Most faculty don’t respond enthusiastically to the idea of students doing exam or quiz work together in groups. Nonetheless, the approach is widely used, and the research continues to show significant benefits. Innovative design features ...
When I look at the various articles and comments in the Teaching Professor collection, group work continues to be a regular topic. It’s proved itself an instructional method of equal parts possibilities and problems. From ...
If a visitor from another planet dropped in to observe teaching in North America (maybe other places as well), they’d likely conclude that teaching could not occur without PowerPoint slides. And they’re not just in ...
Implementation fidelity—it’s another of those academically impressive descriptions that isn’t nearly as profound as it sounds. It relates to whether a strategy or approach is being implemented as it was originally designed and used. Most ...
I think the active learning versus lecture debate is finally moving on to more useful questions than which one is better. Now there’s interest in deciding when to lecture and when to use active learning. ...
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