A couple of months ago a colleague asked me to recommend a book for his new faculty reading group. I rattled off the names of
Are students taking their end-of-course evaluation responsibilities seriously? Many institutions ask them to evaluate every course and to do so at a time when they’re
These behaviors, studied at length in the Communication Education research, “refer to any instructor classroom behavior that interferes with instruction and learning.” (p. 133). They
Here’s one of those articles that really shouldn’t be missed, particularly for those with interest in making teaching and learning more evidence-based. Current thinking about
What’s the best way to learn complex skills, like problem solving, for example? Looking at the way homework problems are typically laid out in textbooks
College teachers are always on the outlook for ways to help students better understand why their paper, essay answer, or project earned a particular grade.
Talk with almost any faculty member and they will tell you that many (sometimes it’s most) of their students are unprepared for college. They lack
Most student rating instruments include a question related to the feedback provided by the instructor. It may ask whether it was constructive, actionable, delivered in
“When are you going to retire?” “Why are you still working?” These are questions I’m asked regularly. Worried that the question is motivated by signs
When students are talking with each other about content, most of us worry, at least a little bit. We’ve all heard less-than-impressive exchanges. For example,
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