Students don’t like comprehensive exams because most of them don’t use good cross-course study strategies. They wait until finals week and then they start reviewing.
Many faculty seek to encourage students to reflect—to consciously think about what they are learning and sometimes about how they are learning. Through reflective journals
Like many matters regarding teaching and learning, there isn’t one best way to put students into groups. The best way is related to what you
The July 2013 issue of Teaching of Psychology (40, 3) includes an “objective analysis” of the specifications and content coverage of 13 full-length introductory psychology
Every now and again I come across a quote that follows me around for the rest of the day, if not several days. That happened
Dead ideas that limit teaching and learning—that was the topic of Professor Diane Pike’s plenary session at the recent Teaching Professor Conference. There’s a tyranny
Group work and teamwork. In college courses the terms refer to students working together, often on an assignment or an activity. Group work is the
Here’s a great story. A graduate student is attending a lecture being given by one of her intellectual heroes, the Brazilian educator and theorist Paulo
For some time now my good friend and colleague Larry Spence and I have been discussing the role of questions in the college classroom. The
They’re the kind of questions that promote thinking and result in sophisticated intellectual development. They’re the kind of questions teachers aspire to ask students, but,
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