In “Good Teaching as Vulnerable Teaching” (The Teaching Professor, December 2012), Rob Dornsife of Creighton University invites us to embrace the uncertainties teachers encounter. The article prompted me to invite colleagues also to embrace being strict when the conditions warrant it.
Though tons of attention has been paid to what good college writing looks like and to how bad student writing typically is, the writing process movement has made a radical breakthrough in terms of getting more students to actually write better.
Every October, members of the Canadian Forces College’s National Security Program—a master of public administration program for senior military personnel and senior public service professionals—have the opportunity (and privilege) to travel to Ottawa to meet with high-level policy practitioners. The intent of the trip is
Students don’t like them—that almost goes without saying. They prefer unit exams that include only material covered since the previous exam. And they’d like it even better if the final wasn’t a comprehensive exam but one last unit test. But students don’t always prefer what
Frequently instructors discourage cheating on multiple-choice exams by creating different versions of the exam. Test questions may be reordered randomly, according to their degree of difficulty, or in the order the material was presented in class, or the answer options may be ordered differently. The
Through regular student feedback, Jennifer Luzar, associate professor of language arts at Northwood University, has compiled the following things students want in their online courses and ways that she has adapted her instruction accordingly.
Feedback from students should not wait until the end of the course. Jennifer Luzar, associate professor of language arts at Northwood University, recommends surveying students throughout an online course to know how well you’re doing and how you might improve it.
In small online courses, instructors have the luxury of participating in frequent personal interactions with students in online discussions. But doing this with more than 15 students can be difficult. Fortunately, there are ways to maintain instructor presence and participation in online discussions without becoming
How nice it is when we teach an online course from beginning to end, with no errors, no problems, and no emergencies! Ah, but this is the stuff of fiction, for in reality each online instructor will encounter difficulties in his or her course. How
Because online courses have fewer opportunities for the spontaneous, real-time exchanges of the face-to-face classroom, online instruction requires a deliberate approach to design and facilitation. As Bethany Simunich says, “Online, learning doesn’t happen by chance.” In an interview with Online Classroom, Simunich, associate director of
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