I once worked with an institution that decreed that its online courses must be set up so that students have a choice of the order in which they take the modules in the course. All modules were required, but they had to be constructed so
The increasing prevalence of stress and overload among students in higher education continues to be a point of concern for educators, administrators, and mental health professionals alike. In this essay, I will first discuss the core elements
This article appears in The Best of the 2023 Teaching Professor Conference (Magna Publications, 2023).
All the world’s a stage—particularly your seated, online, or hybrid classroom, where slides can set the scene, provide drama, and sing backing vocals. Unfortunately, many faculty matriculated in an era when
It is no surprise that students and faculty have different perspectives on what makes for a quality online class. What is surprising is how little research there is on this difference. Steele, Dyer, and Mandernach (2023) recently began filling this void with a survey that
This essay can save you money and make you a better teacher. Few graduate programs offer extensive training in how to teach, and many offer none at all. When it comes to developing teaching skills, new faculty are often left on their own unless
This article appears in The Best of the 2023 Teaching Professor Conference (Magna Publications, 2023).
When I began researching the impact of mental health challenges on student learning, one of my first steps was to interview a couple of friends from the counseling center
Time management is one of the most important skills for success in higher education, especially in online classes that do not give students a set schedule for organizing their studies. For this reason, I have developed a time management program for online students that
Are you sitting down? Good. Because I have a shocking confession.
For the past few years, I’ve reserved 40 minutes of class time each semester to discuss bias in student evaluations of teaching (SETs) with my students. You know, the ones who are actually
As educators who focus on facilitating meaningful learning and genuine reflection, we are painfully familiar with the questions students often ask that demonstrate anything but:
Over the past few years, academia has focused more and more on helping students develop study skills to help them succeed. One limitation of these efforts is that they tend to take the form of workshops or resources that provide general study skill information.
