A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Chris Hakala, PhD

Chris Hakala is the director of teaching and learning and a professor of psychology at Quinnipiac University.

The First Day of Class: Using ‘Meta-Teaching’ to Help Students Adjust and Engage

I taught my first class in 1992. At the time, I was young, eager to teach, and woefully unprepared to deal with an 8:00 a.m. general education class at a mid-sized regional university. I naively anticipated walking into the classroom, putting down my stuff, and fielding provocative and interesting questions from students about the topics we were about to cover in our Introduction to Psychology course.

Chris Hakala, PhD December 10, 2018

Translating Research into Practice

During the past 20 years, college and university faculty have begun to utilize several areas of the learning sciences (including cognitive psychology) to inform pedagogy. Much of this work has happened in ways that have helped our profession more effectively teach and our students to more effectively learn. However, we still have much work to do if we are to claim that we have a well-developed set of tools that can be applied across disciplines.

Chris Hakala, PhD January 11, 2016

Why Can’t Students Just Pay Attention?

We have all had the experience of having students sitting in our classes, looking directly at us, and knowing, just knowing, that they are not paying the least bit of attention to what we are talking about or what the topic of the day is. In fact, if we don’t see this in our classes (and I believe we all do…it’s just that some of us don’t wish to admit it), all an instructor has to do is review assignments, quizzes, or exams to find evidence that students don’t understand key concepts that were highlighted as “really important” or “critical” to understanding the material.

Chris Hakala, PhD May 4, 2015

A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Chris Hakala, PhD

The First Day of Class: Using ‘Meta-Teaching’ to Help Students Adjust and Engage

Translating Research into Practice

Why Can’t Students Just Pay Attention?

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