When Scotty Dunlap, assistant professor of safety, security, and emergency management at Eastern Kentucky University, surveyed his students about group work at the outset of an online graduate-level course on auditing, they unanimously gave it low ratings. Asked the same question at the end of
Most faculty are familiar with the strategy: students are allowed to bring into the exam a card or sheet of paper that they’ve prepared beforehand and that contains information they think might help them answer exam questions. I became convinced of the strategy’s value when
Can we reform teaching and learning throughout higher education one class at a time? I used to think so, but the pace of change has made me less optimistic. I just finished preparing an article for The Teaching Professor newsletter that reports the results of
A colleague and I have been revisiting a wide range of issues associated with classroom interaction. I am finding new articles, confronting aspects of interaction that I still don’t understand very well, having my thinking on other topics challenged, and learning once more how invaluable
The term “teaching effectiveness” had its heyday in the 80s and early 90s during that period when so much work on student ratings was being done. Its connection to evaluation activities remains and even end-of-course ratings are often thought of as measures of teaching effectiveness.
I’m “reflecting” a lot these days. My tenure review is a few months away, and it’s time for me to prove (in one fell swoop) that my students are learning. The complexity of this testimonial overwhelms me because in the context of the classroom experience,
A few years ago, I felt that if students could wean themselves from relying on me to orchestrate class discussions, the activity would become richer and many of these problems would be solved. With this in mind, I decided to try “leading” a discussion without
In “Good Teaching as Vulnerable Teaching” (The Teaching Professor, December 2012), Rob Dornsife of Creighton University invites us to embrace the uncertainties teachers encounter. The article prompted me to invite colleagues also to embrace being strict when the conditions warrant it.
Though tons of attention has been paid to what good college writing looks like and to how bad student writing typically is, the writing process movement has made a radical breakthrough in terms of getting more students to actually write better.
Every October, members of the Canadian Forces College’s National Security Program—a master of public administration program for senior military personnel and senior public service professionals—have the opportunity (and privilege) to travel to Ottawa to meet with high-level policy practitioners. The intent of the trip is
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