Teddi Fishman, director of the International Center for Academic Integrity at Clemson University, advocates an instructional design/community-building approach to academic integrity rather than an adversarial approach. Her stint as a police officer informs this stance. As radar gun companies introduced improved speed enforcement tools, the
The traditional, hour-long lecture that is so familiar to on-the-ground undergraduates has little place in an online learning environment. However, a shorter, more tightly focused microlecture can help engage learners and add a multimedia punch to a course.
The group or collaborative project is becoming de rigueur in many online courses. Its purpose is not simply to have students work together for a joint grade and end project but also to develop essential skills that will serve them in the professional world. Yet
It’s that time of the year when end-of-course ratings and student comments are collected. When the feedback arrives, the quality often disappoints—and if the feedback is collected online, fewer students even bother to respond. Most of the comments are dashed off half thoughts, difficult to
It’s probably the question I’m most asked in workshops on learner-centered teaching. “What are some good places to start? My students aren’t used to learner-centered approaches.” Sometimes the questioner is honest enough to add, “and I haven’t used many previously.” Before the specifics, here’s some
Would your students benefit from participation in a study group? Are you too busy to organize and supervise study groups for students in your courses? I’m guessing the answer to both questions is yes. If so, here are some ways teachers can encourage and support
Not everything we do in our courses works as well as we’d like. Sometimes it’s a new assignment that falls flat, other times it’s something that consistently disappoints. For example, let’s take a written assignment that routinely delivers work that is well below our expectations.
Being a college professor sometimes feels lonely. Yes, we have colleagues in our departments and elsewhere on campus, students in our classrooms, and administrators who support us, but we also spend a lot of time working by ourselves. As new faculty members, we decided that
I give my second-year undergraduate students the opportunity to forecast their final course grades while the course is still under way. The goal of this predictive or prognostic feedback is to help the students develop a more realistic assessment of their progress in the course
Several studies have documented that students, particularly beginning ones, tend to overestimate how well they’re doing in a course. I didn’t used to think this was a problem. I thought students who overestimated how well they were doing were talking about the grade they hoped
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