“Students can critically read in a variety of ways:
Emily Gravett writes insightfully about the disconnect between instructor and student course goals. She’s writing about religion courses and how academic goals, such as “analyzing the historical, cultural, linguistic, literary, political and social contexts of religious beliefs and practices” are not the goals that motivate
Most of us need no research evidence to document that students are using their phones and attempting to multitask in class. We see it all the time, and if you suspect
Previously in The Teaching Professor (31.7), I wrote about my efforts to help students get what John C. Bean in Engaging Ideas (2001) calls the “Dictionary Habit.” As I wrote, I had always assumed that my approach to teaching the “Dictionary Habit” was effective. However,
“Genius without education is like silver in the mine.” Benjamin Franklin may not have realized at the time that he was actually using a tool for the education he espoused, namely, the analogy. More than a simple witticism, the statement can be explored for rich
For some time now, students in my first-year biology course have been protesting that I’m assigning too much pre-class reading. I use the flipped classroom structure in most of my courses and that means students prepare for class by reading assigned pages in the textbook.
What if there were a simple classroom exercise that could create positive and lasting effects on the academic performance and persistence of students—in particular, students who are under-represented in your field?
It turns out there is. More accurately, there are a number of such exercises—let’s call
Many students don’t do the reading before class. Most surveys report that less than 50 percent of students have read the assigned material before it’s dealt with in class or online. Most faculty don’t need to be persuaded of this fact. They regularly deal with
Fear of student resistance prevents many college teachers from adopting active learning strategies. That’s unfortunate, because these strategies have been shown to significantly increase student learning, improve retention in academic programs, and provide especially strong benefits to traditionally underrepresented student groups. Addressing two key questions
When faculty consider adopting a new instructional approach, there’s always a question about how it will be received by students. Will they engage with it and learn from it, or will they resist, as in complain, participate reluctantly, and give the course and instructor
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