When you use group work—say, for a project or assignment—do you appoint group leaders? André (2011) was under the impression that most of us use leaderless groups, and that hunch was confirmed by a review ...
I read a quote this week that has been following me around. It expresses a view fairly common among faculty, I suspect. The article (D’Abate et al., 2018) in which it appears focuses on the ...
My interest in making exams more about learning and less about grades continues. I’m also a realist: exams will always be about grades. But could they please be at least a bit more about learning? ...
Part of the lasting impact of the scholarship on teaching philosophies highlighted in my previous column results from the activities the authors (Beatty et al., 2009) developed to help faculty find their way to beliefs ...
Several discipline-based teaching journals now annually recognize articles that have had lasting impact. It’s a great way to honor pieces of scholarship that have advanced our understanding of important pedagogical issues and improved practice in ...
We expect a lot of students as learners these days. Knowledge acquisition now means more than just receiving information. It involves students in actively constructing knowledge using what they know to make sense of the ...
Students must comply with lots of educational requirements. They take “required” general education and major courses. Sometimes the sequences of those courses is also mandated. In most courses students must submit required assignments on specified ...
“Student learning is remarkably complex . . .” So begins the second sentence of a lengthy article proposing a research-based conceptual framework that identifies cognitive challenges to learning and how teachers can respond to them. ...
As Regan Gurung pointed out in his May 2020 article, teaching during the pandemic merits analysis. The fast transition to online instruction was terribly challenging and not to be repeated (we can only hope). And ...