During a conversation about evidence-based teaching, a faculty member piped up with some enthusiasm and just a bit of pride, “I’m using an evidence-based strategy.” He described a rather unique testing structure and concluded, “There’s a study that found it significantly raised exam scores.” He
I’m imagining that this department head works at an institution where budgets are tight, everyone works hard at recruitment and retention, and teaching is an important part of the institution’s mission. The wishes aren’t in any particular order.
Some thoughts about change—not so much what to change, as the process of change, offered in light of its slow occurrence.
Yes, lecture is a good example. In a recent survey, 275 econ faculty who teach principles courses reported they lectured 70 percent of the
As an adjunct professor and one who works daily with faculty in helping them understand online education, I have noticed and heard of increasing numbers of professors going missing in action (MIA) while teaching their online course. This is particularly disturbing since engagement is the
In-class activities can be a great way to foster student engagement in the classroom. Depending on the activity, the results can vary greatly. Sometimes they can fall flat, but every so often an activity manages to hold the students’ undivided attention.
Research on teaching and learning is being done in virtually every discipline as well as in various education subfields. Unfortunately, the research in each of these domains tends to advance knowledge independently. Faculty researching the effects of clickers in biology courses are usually unaware of
A syllabus provides students with information about a course and its requirements, but it also conveys messages about the instructor’s personality and hints as to how the course will be conducted. It used to be that the instructor handed out the syllabus on the first
“I suspected that my students were not reading the assigned textbook and articles with the attention or consistency I had intended.”
Most of the talk in courses is about content, but there is also talk about noncontent matters. We may try to create a sense of community in the course; we may try to motivate students, before or after exams; we may try to explain why
The skills that students learn in our courses, such as organization, critical thinking, problem solving, and time management are essential.Do students ever ask you that question? As an assistant professor of mathematics at a community college, I regularly get the question. Most of my students
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