During a conversation about evidence-based teaching, a faculty member piped up with some enthusiasm and just a bit of pride, “I’m using an evidence-based strategy.”
I’m imagining that this department head works at an institution where budgets are tight, everyone works hard at recruitment and retention, and teaching is an
Some thoughts about change—not so much what to change, as the process of change, offered in light of its slow occurrence.
Yes, lecture is a
Research on teaching and learning is being done in virtually every discipline as well as in various education subfields. Unfortunately, the research in each of
A syllabus provides students with information about a course and its requirements, but it also conveys messages about the instructor’s personality and hints as to
“I suspected that my students were not reading the assigned textbook and articles with the attention or consistency I had intended.”
Most of the talk in courses is about content, but there is also talk about noncontent matters. We may try to create a sense of
Well-known cognitive psychologist Richard Mayer offers a succinct analysis of motivation in his excellent workbook monograph titled Applying the Science of Learning. He begins with
Here are two frequently asked questions about exam review sessions: (1) Is it worth devoting class time to review, and (2) How do you get
The bulk of scholarship on teaching and learning continues to be embedded in our disciplines. It ends up there because that’s where it counts (if
Magna Publications © 2024 All rights reserved