Barely a day goes by without the latest invitation to a seminar on artificial intelligence or some handwaving about how AI could end the world as we know it. AI has already changed the world. Google searches incorporate AI. Most websites you interact with use
You form an impression of a student within five seconds of seeing them. This impression is likely to stick even after you interact with them for a while (Ambady et al., 2020). While that thin slice of behavior may or may not provide an accurate
A teacher’s work is rarely done. You may think you have nailed it one day only to flounder the next. One semester may go swimmingly, but another may feel like drudgery. Most college and university teachers have challenging first years as they navigate the rigors
“Student learning is remarkably complex . . .” So begins the second sentence of a lengthy article proposing a research-based conceptual framework that identifies cognitive challenges to learning and how teachers can respond to them. The framework rests on three premises:
Last week I tried to write a blog post about research article reviews—those quantitative, qualitative, or narrative summaries of where the research stands on a given issue. I couldn’t make the post work. It ended up being a tirade about the disconnect between research and
Faculty have access to more information about college teaching than ever before. Researchers have studied a host of instructional approaches and published results in myriad journals. Educators have shared summaries of and links to such studies informally on websites and through Twitter feeds. This is
An article in a recent issue of the International Journal of STEM Education has got me thinking about study habits and how little we know about how students study.
The article is open-access, and I encourage you to read it whether you teach
There’s been a noticeable increase in the amount of pedagogical literature that references what’s been documented about learning in cognitive psychology. It seems to be part of the ongoing interest in making instructional practices more evidence-based. But there’s an issue that makes the application of
In last week’s post, we looked at a sample of the discipline-based evidence in support of quizzes with the goal of gaining a better understanding of what it means to say that an instructional practice is evidence-based. We are using quizzes as the example, but
There’s a lot of talk these days about evidence-based instructional practices, so much that I’ve gotten worried we aren’t thinking enough about what that means. Let me see if I can explain with an example. Recently I’ve been trying to locate the evidence that supports
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