The shift toward student-centered learning has transformed our classrooms, and it’s no longer enough to be a subject-matter expert. Instructors have to not only know the material their students need to learn, but they also have to have a reasonably good grasp of how students
How much do you know about how your students study? I’ve been asking the question a lot lately and I’d have to say most of the answers I’ve heard aren’t all that impressive. They’re more about how the faculty member thinks students study, how they
So, the fall semester is about to begin and you’ve decided to try something new in one or more of your courses. Maybe it’s a different quizzing strategy, a revised assignment, or a new group activity. Or perhaps you read about a note-taking technique or
In the same way a classroom’s climate is created jointly by teacher and student actions, a department’s teaching climate results from collective contributions. Of course, department chairs and other administrators play key leadership roles, but they alone are not responsible for creating the teaching climate.
Evidence-based teaching seems like the new buzzword in higher education. The phrase appears to mean that we’ve identified and should be using those instructional practices shown empirically to enhance learning. Sounds pretty straightforward, but there are lots of questions that haven’t yet been addressed, such
How many explanations do you think you offer during a full week of teaching? Explanations are one of teaching’s most central activities and yet something we rarely think about, in general, or how we do them, specifically. Maybe we can remedy that by considering some
Good teachers care about their students. We all know that, but sometimes over the course of a long semester, it’s easy to forget just how important it is to show our students we care about them. I was reminded of this importance by two recent
When you take ideas to places of extremity, they become distorted. “It is not part of my job to make you learn,” Philosophy Professor Keith M. Parsons writes in his syllabus to first-year students. “At university, learning is your job—and yours alone. My job is
I need to start out by saying that the article I’m writing about here isn’t for everyone. It’s not like any pedagogical piece I have ever read, and I’ve read quite a few. My colleague Linda Shadiow put me onto it, and although the article
The evidence that students retain content longer and can apply it better when exams and finals are cumulative is compelling. When I pointed to the evidence in a recent workshop, a faculty member responded, “But I can’t use cumulative exams. My students would
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