And there seems to be lots of them: required general education courses in content areas the student deems completely uninteresting, those with a reputation for being hard, and others that require skills students know they don’t have and feel they cannot acquire. With all that
Given the predilection of students to check devices of various sorts during class, even when there’s a prohibitive policy supported by regular teacher admonitions, it’s not surprising that students do it when they are studying, even when their study is focused on preparing for an
“No scientist wanting to remain at the leading edge of a field would use a research technique judged no longer as effective as an alternative. Shouldn’t we apply the same standard to teaching?” (2151) Substitute the word “scholar” for “scientist,” and it’s a question that
We regularly get course evaluation results, and they aren’t the kind of feedback most of us want. At least, that’s what the results of a recent survey showed. Questionnaire responses from almost 350 biology faculty members representing 185 different institutions found that 41 percent were
Since course evaluations started being collected online, response rates have plummeted. In one study they ranged from 23 percent to 47 percent with the mean at 33 percent, compared with a range of 33 percent to 75 percent with a mean of 56 percent for
When students ask us, as they occasionally do, “I wasn’t in class yesterday. Did I miss anything important?” most of us feel at least a bit of disrespect and some aggravation. If we take the question at face value, it implies that the student thinks
“Prevalent among university faculty is the perception that a large number of today’s students possess an outsized sense of entitlement” (Luckett, Trocchia, Noel, & Marlin, 2017, p. 96). But what exactly does entitlement mean in the academic realm? High grades without much in the way
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Student evaluations can be used to improve teaching, and here’s an excellent resource to inform those efforts. Author Guy Boysen writes, “The purpose of this teacher-ready review is to provide a comprehensive, empirically-based guide for the use of student evaluations to improve teaching” (p. 273).
Many teachers avoid using group work because they fear what happens when students work together—some group members don’t contribute, others contribute too much, there’s no in-depth exploration of issues, some members don’t deliver, others don’t show up, group meetings are more social events than work
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