Author: Maryellen Weimer, PhD
Low-stakes assignments include work we have students do that doesn’t count for a large part of the course grade. There’s a strong set of reasons to use these kinds of assignments, but also some challenges. ...
I sometimes worry that we don’t think about the syllabus as expansively and creatively as we could. We focus, almost exclusively it seems to me, on what should be on it—the information and details it ...
Do these learning devices deserve a bigger space in our instructional tool boxes? They’re sort of taken-for-granted aspects of teaching and learning. We know where they belong: at the end or beginning of a session, ...
Do you have students who don’t deliver good work? Sometimes it’s a case of not having the necessary skills, but not always. Students with skills have been known to deliver papers that show promise but ...
“The Case for Cold-Calling. . .” I hadn’t finished reading the title before I started thinking, “I need to respond with the case against.” But I read on and changed my mind. The article proposed ...
In a commentary about to be published in College Teaching, author and teacher Ellen Ballock writes about a set of student papers she found disappointing. I’m guessing that will resonant with most of us. Teachers ...
Most teachers still lecture a lot despite evidence showing that straight lecture is less effective than teaching approaches that more actively engage and involve students. I don’t think that conclusion rules out didactic instruction. Sometimes ...
A previous column on how hard it is to sustain instructional change has got me thinking more about the change process. For years I’ve suggested that our efforts to change need to be more targeted. ...
As new courses begin, there’s another batch of students and lots of new names to learn. A few among us manage to learn names with, what appears to rest of us, considerable ease. Others have ...
We start new courses with a raft of good intentions, especially when they begin during this season of resolutions. We aspire to have assignments graded promptly, learn students’ names quickly, wait patiently for answers, try ...
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