For Those Who Teach
The need for inspiration came up in a conversation that started with a sigh. “Yeah, the always exciting start of the academic year is over. We’re into that long, mid-course stretch, and I could sure ...
Classroom climate “profoundly shapes” the experience of both instructor and students. That’s a claim made by two authors of a study that looked at syllabi from sociology courses to see what they said about classroom ...
Interest in group exams and quizzes continues to grow, as does the research on how they affect learning. The process of having students take an exam or quiz individually and then collectively in a group ...
Imagine this scenario: students taking physics—one group with a faculty member who lectures effectively, the other with one who uses active learning extensively. In both cases what students learn is tested after the class session ...
Most of us teaching at the college level like to read. We read professional materials and sometimes even read for pleasure. Much about teaching can be learned from reading as well. But we work in ...
About seven years ago I wrote a blog post about a family meltdown. My manually dexterous and spatially oriented engineer spouse was trying to tell me and my not mentally gifted brother how to tie ...
I recently discovered a 2014 study that reported on student-generated multiple-choice questions. It was the results that really caught my attention: “We find that these first-year students are capable of producing very high quality questions ...
A new survey documents what most teachers already know: students don’t devote much time to their course-assigned readings (Sharma, Van Hoof, & Ramsay, 2019). And that’s not counting students who are doing their very best ...
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 ...
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