Teaching and Learning

Four Levels of Student Reflection

Promoting reflection is a goal endorsed by many faculty. They believe that students need to develop skills that will enable them to look at a piece of work they produce or an aspect of their professional practice and make accurate judgments about it. It’s not an easy skill to acquire, and practice is essential to its development. If teachers are giving students opportunities to reflect, they need to be able to assess how well students are reflecting and provide feedback that deepens the students’ skills.

Maryellen Weimer, PhD June 26, 2012

Students Share Their Thoughts on Active Learning

“Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.”
– A. Chickering and Z.F. Gamson, “Seven principles for good practice,” AAHE Bulletin 39 (March 1987), 3-7.

Mary Bart June 18, 2012

A Google Jockey Helps Get Students Engaged

And what in the world might a Google jockey be? In a first-year seminar on environmental sustainability, the Google jockey was a student who surfed the Web for material related to the discussion topic or lecture and then displayed that material in real time to the rest of the class. In this case, the student was a senior biochemistry major described in the article as “bright” and “engaged.” But don’t rule out this interesting strategy if you don’t have this kind of student preceptor at your disposal.

Maryellen Weimer, PhD June 5, 2012

Disposition Development: A Neglected Voice for the Pursuit of Excellence among College Students

Have you ever wondered what motivates students to come to class without reading and studying the assigned chapter? You are not alone! Faculty members across the nation are becoming increasingly challenged by students’ lack of dispositions that enhance learning. Every discipline has learning standards and achievement expectations that help drive students’ success. However, such expectations do not equal success. It is the motivation to pursue excellence, a work ethic that reflects the determination to solve problems, the attention to the smallest details, and the desire to be the very best that distinguishes students who make a difference in their given professions.

Brooks Doherty May 7, 2012

Unprepared and Unmotivated Students the Two Biggest Challenges for Faculty, Survey Says

If unprepared students and student motivation are two of your biggest teaching challenges, you’re not alone. They scored number one and two in the annual Faculty Focus reader survey conducted earlier this year.

Mary Bart April 24, 2012

Strategies for Creating a More Inclusive Classroom

“I don’t really have any diversity issues in my class because all of my students are white.”

“I have a lot of content to cover, so there’s really no time to address multiculturalism.”

Diversity, once largely centered on race and ethnicity, has evolved over the years to include a broad range of personal attributes, experiences, and backgrounds, each interlocking to create one’s social identity.

Mary Bart April 23, 2012

Getting Students out into the Community Carries Risks as well as Benefits

Let’s see a show of hands by those who work at institutions that have developed a comprehensive risk management plan related to service learning and civic engagement. Keep your hand up if you can quickly locate a copy of that plan. And keep your hand up still if you’ve attended a formal training session regarding the risk management plan. Anyone?

Mary Bart April 9, 2012

The Eyes of a Writer: A Strategy to Improve Student Writing

How many times have you provided feedback in the margins of students’ papers, only to find that you’re providing the very same feedback on the next set of papers? As a new faculty member, I was left dumbfounded by this experience. I couldn’t understand why my students continuously made the same errors and why my feedback did not improve their papers. I was also surprised by the number of students who requested meetings to discuss why they felt their papers warranted a higher grade. My colleagues assured me that I wasn’t alone in these experiences, but I knew there had to be alternatives to this unproductive cycle.

Kristin M. Gehsmann EdD April 5, 2012

Five Key Principles of Active Learning

A review of the research on active learning compiled for physiology faculty contains five “key findings” that author Joel Michael maintains ought “to be incorporated [into] our thinking as we make decisions about teaching physiology [I would say, name your discipline] at any educational level.” (p. 160) Here’s the list, along with a brief discussion of each.

Maryellen Weimer, PhD March 27, 2012

Blended Learning Course Design Creates New Opportunities for Learning

Blended learning course design, a deliberate combination of face-to-face and online learning, requires a shift in thinking in what it means to teach and what it means to learn.

Mary Bart March 19, 2012

Teaching and Learning

Stay Updated with Faculty Focus!

TOPICS

Stay Updated with
Faculty Focus!