For Those Who Teach

Effective Ways to Structure Discussion

The use of online discussion in both blended and fully online courses has made clear that those exchanges are more productive if they are structured, if there’s a protocol that guides the interaction. This kind of structure is more important in the online environment

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Developing Students’ Self-Assessment Skills

I’ve been rereading some of the research on student self-assessment and thinking about how students develop these skills. They are important in college, all but essential in most professions, but they’re rarely taught explicitly. We assume (or hope) they’re the kind of skills

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Why We Believe in Our Students, a Timely Reminder

For most of us, it’s that time of the semester when we are least likely to think positively about students. We’re tired, they’re tired, and there are still the proverbial miles to go. Some students have finally figured out they’re in trouble in the course,

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What Can We Learn from Accidental Learning?

“I just stumbled onto this. . .” I heard the phrase a couple of times in presentations during the recent Teaching Professor Technology Conference. Faculty presenters used it to describe their discovery of an aspect of instruction that worked well, such as an

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A Few Concerns about the Rush to Flip

I have some concerns about flipping courses. Maybe I’m just hung up on the name—flipping is what we do with pancakes. It’s a quick, fluid motion and looks easy to those of us waiting at the breakfast table. I’m not sure those

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The Relationship between Participation and Discussion

My interest in participation and discussion continues. How do we use them so that they more effectively promote engagement and learning? A couple of colleagues and I have been working on a paper that deals with how we define participation and discussion.

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The Teaching Professor Conference 2024

June 7-9, 2024 • New Orleans

Connect with Fellow Educators at The Teaching Professor Conference!