I was looking for a quote I wanted to include in a presentation when I happened on another one that reminded me of an aspect of learning we don’t think about as regularly as we should.
“Probably the most violent and aggressive act that any
In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject about which
I’ve had some nagging concerns about PowerPoint for some time now. I should be upfront and admit to not using it; when I taught or currently in my presentations. Perhaps that clouds my objectivity. But my worries resurfaced after reading an article in the current
“Why should we change the way we teach?” a marketing professor asked with an honest gaze and a smile that bespoke sincerity. It was early in a workshop session just after I’d introduced the idea of learner-centered teaching and explained why students should be doing
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Not everyone is in favor of offering extra credit and those who are opposed object most strongly when it’s the students who aren’t working hard or who are hoping they won’t have to work hard in order to do well are the ones asking for
The participation issue that seems as perplexing and less resolved than the how-much-should-it count question is the practice of trying to motivate participation by offering credit for it. If there aren’t points involved, most faculty seem pretty well convinced that no or very little student
I remember being surprised when I first read the results of a survey on extra credit published some years ago in Teaching of Psychology. Almost 20% of the 145 faculty (across disciplines) reported that they never offered extra credit and another 50% said they offered
