Early in my career, I focused most of my efforts on teaching content. That is, after all, what most of us are hired to do, right? With experience and greater understanding of how learning works, my attention shifted toward metacognition. I began investing lots of time and energy reading and identifying ways to help students grow as learners while they learned the content.
Faculty often tell students to study two hours for every credit hour. Where and when did this rule of thumb originate? I’ve been unable to track down its genesis. I suspect it started around 1909, when the Carnegie Unit (CU) was accepted as the standard measure of class time. [See Heffernan (1973) and Shedd (2003) for thorough histories of the credit hour.] The U.S. Department of Education defines the credit hour as “One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester…” The expectation was the norm when I was in college in the 1980s and more seasoned professors indicate it was expected in the 1970s too.
Policies are necessary. They serve as a warning to students: this is what will happen if you are absent, miss an exam, turn work in late, text or surf the Web during class, and the like. Most institutions recommend teachers spell out consequences in their syllabi. Some schools employ institution-wide policies for certain behaviors like academic dishonesty. If policies are supposed to prevent these unproductive behaviors, why do students still engage in them? Are there reasons why policies don’t work?
I am not an athlete. I lack coordination and have some physical limitations. My husband, on the other hand, is an excellent skier. He isn’t a teacher but he believed I could learn to ski, convinced me to try, and partnered with me in the learning process, like the best teachers do. Learning to ski taught me 10 coaching strategies bridging four areas: establishing a safe space to learn, sharing responsibility, providing feedback, and empowering the learner. I apply these strategies to facilitating online discussions, but they relate to a range of learning contexts.
