Resource Collections
Dear Students, Confused by remote learning? Uncertain? Anxious? Worried? Stressed? Unclear what next week will bring? For many of us faculty, the answer to all these is yes. I am guessing that many of you are ...
Students take a 10-question quiz at the beginning of class, and it’s graded immediately. The instructor provides some of the answers; the rest are discussed with consideration of the pros and cons of various answers. ...
Dear Student, As a new academic term gets into gear, there is a good chance you are a little intimidated by all that needs to be done before you get to take your next vacation. You ...
The research is clear: students can learn from and with each other in groups. But that learning is not the automatic, inevitable outcome of small group interactions. Dysfunctional group dynamics, such as free riding, leadership ...
Designed as guide for faculty reading groups, this resource includes quotations from and questions about an article on a seldom-studied topic: the connection between course goals and assignments.
This is a required course. To many of you it looks (and may well be) unrelated to your major and your interests. If it weren’t required, you wouldn’t take it. Moreover, it may be a ...
Most faculty don’t respond enthusiastically to the idea of students doing exam or quiz work together in groups. Nonetheless, the approach is widely used, and the research continues to show significant benefits. Innovative design features ...
Most students arrive in our classrooms without particularly strong study skills. They procrastinate and overestimate what they know or can cram into their heads before the exam. If they read, they spend lots of time ...
This research was motivated by the persistent belief that use of active learning approaches engenders student resistance. Despite the well-documented benefits of active learning, students don’t always endorse these approaches with enthusiasm and that makes ...
Concern about how students study is widespread. Considerable research has shown that students don’t make use of strategies known to enhance exam performance, long-term retention, and other key learning indicators. The answer has been to ...
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