First impressions are important and you can make favorable ones on the first day of class by doing things just a bit out of the ordinary. Here are some ideas.
Many students do not arrive in our courses with college-level reading skills. That usually ends up meaning a couple of things. First off, they don’t like
Collaborative course development is a course design model where “students are asked to play more formative, active roles than in traditional models, with the intent of vesting students in their educational processes” (Aiken, Heinze, Meuter, & Chapman, 2016, p. 57). The theoretical foundation for the
Many of our course revisions happen without much planning. A new idea comes down the pike, an interesting technology option becomes available, a colleague shares a strategy that effectively deals with an issue, and we just use it! So, the course evolves and changes but
A recent issue of Outside magazine recounts Charles Bethea’s attempt to run a sub-five-minute mile. At age 35 and fit, though not an elite athlete, Bethea’s goal is far short of the world record of 3:43. And although many runners break the five-minute barrier, it’s
Most faculty require students to present the results of their research and thinking in text form—the ubiquitous “paper” assignment. But in the real world, information is often presented in visual form. Reports are loaded with graphics to represent information. A mutual fund does not demonstrate
Required courses are among the most challenging to teach, and the lack of student motivation is one of the big reasons. Students don’t want to take these courses. Most do not understand the justification for requiring them, especially those in fields that appear to be
Mistake # 1 – Let content dictate instructional decision making.
Marshall Gregory, an English professor at Butler University, has written a fine essay that explores the role of content in learning. In the excerpt below, he discusses why we have students learn certain content. Some discussion
Here’s a collection of five different participation policies. I encourage you to use them to stimulate thinking and conversations about how a participation policy’s content and tone can influence learning and classroom climate. Which policies work best—given the course, its content, the instructor, and the
As professors, we work hard to create the perfect syllabus for our courses. We outline our expectations, students’ responsibilities, and important policies. Ideally, we do all of this with a learner-centered approach. We are told that the more information we provide, the more successful our
Magna Publications © 2024 All rights reserved
