Online faculty tend to assume that all student communication needs to go through the learning management system (LMS). But the LMS is not designed for the more spontaneous synchronous chat that you might get in a campus hallway or coffee shop, where someone might say,
I know two faculty members who are top-of-the-line teachers. I’ve seen them teach and interviewed students in their courses. They are two of the best. Even so, both struggled mightily with online teaching during the pandemic. “For me,” one of them reported, “online teaching demands
How do you study for exams? Are you using evidence-based strategies? Did you know there are ways to study that improve exam scores? Educational psychologists and others have researched study strategies extensively, and their findings show that some approaches consistently produce higher test exam scores.
Expectations shape our responses. I come to supper thinking we’re having salmon, and instead it’s chicken thighs. I’m not smiling. A student studies for the exam, feels prepared, breezes through the questions, and anticipates a good grade. If the grade ends up a C, the
Due to the impact of the COVID-19 pandemic, many institutions have restructured their study abroad programs to make them virtual. Students stay “in country” but do a variety of activities to learn about their country of study, such as view expert speakers, engage in virtual
Two readings triggered my thinking about contrasting images for education. In Charles Dickens’ Hard Times, Mr. Thomas Gradgrind tells us that education is stuffing facts into the minds of students. The more, the better. The quicker, the better. In current terms he favors “information bombardment.”
Prior to a scheduled exam, student prepare a study game plan. They describe how they would normally study for an exam in this course. Then they select two research-based study strategies, not regularly used, and agree to try them out as they prepare for the
Have you ever disliked a student? That’s not a feeling most of us want to admit, but we are human and that means not kindly disposed toward everyone. In recent surveys (Boysen et al., 2020, 2021), about 50 percent of faculty in two cohorts, one
Labs are a common component in nursing courses. In our health assessment course at York University, students attend a two-hour lecture followed a two-hour lab, where they put into practice the concepts covered in the lecture. The lab rooms are set up like healthcare facilities,
I used to fret quite a lot over my grade distribution. If I gave too many As, did that mean my courses lacked rigor? If too many students failed, was I a bad teacher? My thinking has shifted to a greater concern over student learning
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