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
Students can disrupt a class—most of us have experienced that firsthand—but so can teachers. Teacher misbehaviors can also be disruptive. They can get in the way of learning. Sometimes these teacher behaviors are unintentional. Sometimes they are misunderstood by students. Sometimes teachers are tired and
The following conceptions of feedback were offered by a group of students studying to become physical therapists. They were asked to recall a situation during their time in higher education when they felt they’d experienced feedback. Then they were asked a series of questions about
It is the beginning of the semester and faculty and students are excited about their classes. There is something about meeting your new students, a feeling you are transforming the lives of citizens. So, if the students are excited, why then, soon after the semester
“First and last class sessions are the bookends that hold a course together.” I heard or read that somewhere—apologies to the source I can’t acknowledge. It’s a nice way to think about first and last class sessions. In general, teachers probably do better
I haven’t found too many pedagogical articles worth a regular re-read. Christa Walck’s “A Teaching Life” is a notable exception. It’s a soul-searching, personal narrative that confronts the difference between what a teaching life can be and what it is.
I’ve been rethinking my views on quizzing. I’m still not in favor of quizzes that rely on low-level questions where the right answer is a memorized detail or a quizzing strategy where the primary motivation is punitive, such as to force students to keep up
We run across excellent online content all the time. Instructional designers are always finding new tools and applications that would be of interest to faculty and course designers. Librarians also frequently have a wealth of information on systems that would benefit those involved in developing
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