Reflect on these questions and then discuss them with a colleague, with your department, or with other interested parties:
If you are a professor of a certain age, you may have had the experience that I had in my first semester of teaching. I asked, “Who’s seen Norma Rae?” (I wanted to use it to illustrate that working in a mill causes hearing loss.)
Grading small group work can be a challenge. Most instructors use a combination of individual product and group product, often developing a percentage split based upon the assignment (e.g. 70% individual work and 30% group work).
Do provide feedback that is action-oriented and tells student what they should do with the feedback information. Don’t focus exclusively on the cognitive component of learning without considering the impact of feedback on students’ motivation in the online classroom.
Faculty know that the increased think-time provided by asynchronous online discussion allows for deeper and more active deliberation by students than is possible in face-to-face courses. But this advantage is often lost as online discussions revert to personal opinions and anecdotes. One method for keeping
It used to be that students were expected to get all of their course information from the lecture, including the syllabus and announcements. If students missed a lecture, they were expected to ask another student what happened.
I have learned that a few simple instructor activities greatly increase student engagement in an online course. Here are some of the most effective activities you can use in your courses.
Good teaching often relies on productive classroom discussion. However, many of us have experienced dynamics in which our discussions take a perilous turn and a palpable tension settles over the class. The precipitating comment may have offered a provocative perspective on an issue—maybe it rather
When observing or being observed you can use this checklist. It will help to identify areas that are going well and areas that need attention.
Student course evaluations (SCEs) are now a standard feature in higher education. However, despite the effort and credence given to SCEs, in many cases students don’t seem to take them all that seriously. They have a general impression of the course and the instructor, and
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