Teaching Strategies and Techniques

Does It Matter How Students Feel about a Course?

A line of research (done mostly in Australia and Great Britain) has been exploring what prompts students to opt for deep or surface approaches to learning. So far this research has established strong links between the approaches taken to teaching and those taken to learning.

Read More »

Assignment Options

No, the objective isn’t to make assignments optional. But the article referenced below raises the possibility of giving students some choice over the kinds of assignments they complete. In previous issues of the newsletter, we have shared systems that give students some discretion in the

Read More »

Reading Circles Get Students to Do the Reading

In my course, the required reading is intensive and extensive. Students must read multiple texts that range across disciplines, genres, history, and culture. The goal of this interdisciplinary course is improvement of critical reading, writing, and thinking skills. My students, like many others, live complicated

Read More »

What Is the Public Face of Your Field?

Required introductory courses—that’s how most students meet our disciplines or, as John Zipp says (he’s writing specifically about sociology), they are the “public face” of the field. Triangulating data from several sources, Zipp raises a number of questions about these first and, for most students,

Read More »
students in group discussion

Five Characteristics of Learner-Centered Teaching

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

Read More »
Archives
The 2025 Teaching Professor Conference

Get the Latest Updates

Subscribe To Our Weekly Newsletter

Wellbeing Elixir