Here’s a strategy you can tuck in your folder of good ideas: a survey tool for assessing student expectations for the course. The survey’s designers believe that knowing what students expect is helpful. They also cite research documenting that discrepancies between teacher and student expectations
Recent research verifies that when looking at small differences in student ratings, faculty and administrators (in this case, department chairs) draw unwarranted conclusions. That’s a problem when ratings are used in decision-making processes regarding hiring, reappointment, tenure, promotion, merit increases, and teaching awards. It’s another
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Here’s a set of questions about large classes that I’m thinking we ought to be discussing more than we are.
1. How many students make it a large class? Teachers who do and don’t teach large classes have their opinions, but it’s not clear who
I just finished putting together some materials on grading policies for a series of Magna 20-Minute Mentor programs, and I am left with several important take-aways on the powerful role of grading policies. I’m not talking here about the grades themselves, but instead the policies
There’s only one first day of class. Here are some ideas for taking advantage of opportunities that are not available in the same way on any other day of the course.
We are definitely way more interested in learning than we used to be. In the early years of my teaching and faculty development work, it was all about teaching: improve it and students will automatically learn more. Now the focus is on how students learn
Students perform poorly in our courses for a variety of reasons. Here are some students you’ve likely encountered over the years, as well as a few ideas on the type of feedback that best helps them turn things around.
Language influences thought and action. The words we use to describe things—to ourselves and others—affects how we and they think and act. It’s good to remind ourselves that this powerful influence happens in all kinds of situations and most certainly with language related to teaching
When you take ideas to places of extremity, they become distorted. “It is not part of my job to make you learn,” Philosophy Professor Keith M. Parsons writes in his syllabus to first-year students. “At university, learning is your job—and yours alone. My job is
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