Teaching and Learning

Texting in Class: Extent, Attitudes, Other Interesting Information

People text almost everywhere nowadays, and so it shouldn’t surprise us that students are doing it in class. In this study of almost 300 marketing majors at two different universities, 98 percent reported that they texted during class. They reported receiving just about as many texts as they sent. Perhaps most troubling in these findings were students’ attitudes about texting. Here’s a sample:

Maryellen Weimer, PhD October 24, 2014

Academic Integrity: Defining Originality across Campus

The faculty members in the chemistry department are confused.

Last semester, the campus teaching center held a series of workshops to get faculty more familiar with the anti-plagiarism tool that the university adopted and linked into everyone’s online course environment. The teaching center showed everyone who attended the training sessions 51 ways that they could help to catch cheaters, based on research conducted by two researchers at the University of Texas’ Telecampus (McNabb and Anderson, 2009). But the 51 strategies are not why the chemistry faculty are confused.

Thomas J. Tobin PhD October 20, 2014

Does Discussion Make a Difference?

Here’s the scenario: Students are taking a chemical thermodynamics course. The instructor solicits clicker responses to a conceptually based multiple-choice question. Students answer individually, write a brief explanation in support of their answer, and indicate how confident they are that their answer is correct. They are then encouraged to discuss their answers with two or three (self-selected) other students. After that discussion, they have the opportunity to change their answer if they wish, write another explanation for the answer, and once again indicate their degree of confidence in their answer. Do you think that discussion would make a difference—particularly, would it make a difference in their understanding of the concept?

Maryellen Weimer, PhD September 19, 2014

Creating Connections between Disciplines: What Paintings Can Teach Students about Politics

The liberal arts environment demands that faculty show students connections between disciplines. As a political scientist, I often link course topics with economics, history, and sociology, but last summer I realized that I could make linkages with visual art. Because I was soon traveling to Washington, D.C. and New York City, I could take pictures of paintings at the National Gallery of Art and Metropolitan Museum of Art and then utilize them in my Introduction to World Politics classes.

Samuel Lucas McMillan PhD September 5, 2014

Using “Mulligans” to Enhance Student Participation and Reduce Test Anxiety

When I speak with other professors who work extensively in the classroom, we often find that we share many of the same challenges. Students’ lack of classroom participation in discussion and test anxiety are two of the most common. Many professors try to mitigate these issues through two time-honored pedagogical tactics: a participation grade and extra credit questions on tests. While both tactics can be effective, by applying concepts from gamification research I found a way to both enhance classroom participation and reduce test anxiety with one simple technique.

Lisa Pavia-Higel August 18, 2014

Examining Knowledge Beliefs to Motivate Student Learning

“I just cram for the exam and then forget everything.”

“If I can just get this last paper done I am in the clear.”

Comments like these make us cringe, but we all know the external factors that motivate students: grades, grades, grades. I spend a great amount of time providing students with concrete, detailed feedback on papers only to hear someone say, “Oh, I didn’t look at the feedback, just the grade.” From a faculty perspective, the grade is the least important. The joy of student engagement and learning drives our work. We ended up in higher education for a reason—most of us see great value in the learning process.

Jennifer Anderson-Meger July 21, 2014

Nearly 75 Percent of Faculty Incorporated Technology into their Teaching in the Past Year

When it comes to technology in the classroom, phrases like “faculty resistance” and the importance of getting “faculty buy-in” are tossed around with great frequency. But is that perception still valid? Are all instructors so set in their ways, skeptical of anything new, and fearful of deviating from what they’ve done that it’s nearly impossible to get them to try something new?

Mary Bart July 16, 2014

Transcending Disciplinary Boundaries: Conversations about Student Research Projects

One of the most enjoyable aspects of running a faculty development program on teaching is seeing first-hand how much our various disciplines intersect when it comes to teaching and learning. Whereas it can be hard, if not impossible, to speak about disciplinary research with colleagues outside our fields, the common teaching problems we face allow for readily understandable dialog, no matter how far apart the discussants’ fields of expertise.

Pete Burkholder, PhD June 23, 2014

The Secret of Self-Regulated Learning

Self-regulated learning is like your own little secret. It stirs from within you, and is the voice in your head that asks you questions about your learning.

More formally, self-regulated learning is the conscious planning, monitoring, evaluation, and ultimately control of one’s learning in order to maximize it. It’s an ordered process that experts and seasoned learners like us practice automatically. It means being mindful, intentional, reflective, introspective, self-aware, self-controlled, and self-disciplined about learning, and it leads to becoming self-directed.

Linda B. Nilson, PhD June 16, 2014

Teaching and Learning

Stay Updated with Faculty Focus!

TOPICS

Stay Updated with
Faculty Focus!