When faculty see students missing information from a reading, they generally assume that the student did not read the article carefully. However, it might be that the student does not know how to read an academic work. Faculty know how to read because they would
This past November, all subscribers to The New York Times received a Google Cardboard Virtual Reality Viewer in the mail. Puzzled looks quickly turned to awe as recipients took 3-D virtual reality tours of a variety of locations through the viewers and their cell phones.
Diversity is becoming common in our college classrooms. Not just diversity of race and ethnicity, but diversity of developmental levels and cognitive abilities. With our students’ diverse skills and experiences, faculty members find themselves teaching varied groups of students within one course.
After teaching online for a number of years, I grew weary of the normal “make an initial post, then respond to two others” discussions. Was there another way to engage students? How could I make discussions more meaningful and in-depth? Were there ways to ensure
When teachers tell me about some new strategy or approach they’ve implemented, I usually ask how they found out about it and almost always get the same response: “Oh, a colleague told me about it.” I continue to be amazed by the amount of pedagogical
It’s a feedback mechanism that’s been around for some time. Most often used during a course, students are asked to fold a sheet of paper in thirds and label the columns stop, start, and continue. Then they are asked to identify aspects of instruction that
Donald R. Bacon, editor of the Journal of Marketing Education and notable pedagogical scholar, points out in the journal’s Editor’s Corner that perceived learning and actual learning are “distinctly different constructs.” An accurate understanding of those differences needs to be part of our thinking.
The process of making instructional changes has not been studied much at all—perhaps because it seems like a simple process. We discover a new idea, are persuaded it’s something worthwhile, think it’s doable, and we do it! But if that’s all that’s involved, then how
Some professions offer a greater sense of closure than teaching. Take plumbing, for example. Plumbing problems are hard to miss and not always easy to fix, but once the PVC has been replaced, the flux applied, and the water is back on, the plumber knows
Like a lot of terms in higher education, low-stakes grading doesn’t always refer to the same thing. In some cases it means small assignments that don’t count for much but occur regularly, as quizzes are often used. Low-stakes grading can also mean there’s a de-emphasis
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