We know how much students care about grades and how they respond when they get a grade they didn’t expect and don’t think they deserve. But are we clear about how students ought to respond to grades? What are the characteristics of a mature, mindful
The digital revolution has given faculty far more tools for assessment than the traditional paper or worksheet. Now students can better exercise their creativity in presenting their learning through a combination of text, images, videos, and other media in a portfolio-like format. Book Creator, a
As educators, we’re charged with fostering a classroom environment that is conducive to learning; however, students’ maladaptive behaviors, known as classroom incivility, can impact learning. Student behaviors that impede learning range from not paying attention to threatening violence. Faculty can also contribute to toxic learning
While combing through the materials sent in response to our call for content on extra credit, I noticed a surprising number of contributions begin by acknowledging a change of mind regarding extra credit. But the direction of that change isn’t what I want to explore
Even after almost 25 years of teaching, one task I still approach with new-teacher determination is finding an effective icebreaker to kick off a semester. Every summer, I scour the internet with the goal of finding a non-cliched, community-building, invigorating activity that I can wow
As teachers and instructional designers, one of the biggest challenges we face is trying to come up with multiple creative and appropriately challenging activities for our courses. We have to consider the diverse needs of our learners and the goals of the course and then
Why this article is worth discussing: For those interested in using course evaluation results to improve teaching, this article offers a set of evidence-based recommendations—clearly described and supported with multiple references. The review focuses exclusively on using end-of-course evaluation results for improvement purposes. It covers
Online course evaluations are pretty much the norm now. Fortunately, the switch from in-class to online data collection has generated plenty of research that compares the two. Unfortunately, as is true for course evaluations generally, most faculty and administrators are less cognizant of the research
Studies show that many students do a poor job of studying (Miller, 2017). Quite a few just scan the readings again or cram the night before a test in hopes that the information will last until the next day. But neither strategy is especially effective.
On a rainy April afternoon, students in the back row of my class whispered to each other as I, increasingly irritated with their disengagement, stood at the chalkboard lecturing on Death of a Salesman. I am usually one to let such distractions go, but I
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