Despite the availability and increasingly widespread use of ancillary textbook materials, so far only limited research has explored their impact on learning. Two psychology professors,
“I just stumbled onto this. . .” I heard the phrase a couple of times in presentations during the recent Teaching Professor Technology Conference. Faculty
I have some concerns about flipping courses. Maybe I’m just hung up on the name—flipping is what we do with pancakes. It’s a quick, fluid
My interest in participation and discussion continues. How do we use them so that they more effectively promote engagement and learning? A couple of colleagues
Assignments are a terribly important part of the teaching and learning equation. They aren’t just random activities that faculty ask students to complete for points
My colleague, Lolita Paff, has been exploring student attitudes and beliefs about participation. Most of her beginning economics and accounting students describe themselves as “limited”
Publishers are quickly moving into the etext business. Technology makes it possible to provide much more than written descriptions of course content. The authors of
There are purists among us who would say that we should never lecture, but I don’t think that’s terribly realistic, and I’m still not ready
Peter Burkholder’s recently published piece in The History Teacher (highlighted in the October issue of The Teaching Professor) is another reminder of how much we
Whole class feedback … you know, when the teacher returns a set of papers or exams and talks to the entire class about its performance,
