Students take notes on an assigned chapter—one page front and back. In addition to these notes that preview the content, students prepare reflective notes that connect the current reading with other content and generate questions about it. Both sets of notes are turned in and
In our previous article, we explored retrieval practice, spaced practice, and metacognition as strategies that provide more durable learning experiences for students. In our work as learning designers in the Colleges of Earth and Mineral Sciences and Business at Penn State University, we incorporate all
It always takes me longer than I plan when I do anything with my books. I look for one book and see another I haven’t looked at for a while. I look for something in a book and find something else of interest. Case in
While most springs terms are done, our past and current students still have to face their emotions in response to George Floyd’s death, the national and international riots, and what this all says about race relationships. This customizable letter to students is meant to help.
A healthy academic community treats its members as honest people. As scholars, we presume that our colleagues earned their degrees without cheating, that they report the results of their research accurately, that they write their own papers. When we think of our colleagues as honest
Have you done all you can do to design learning that will truly stick? In this article, we’ll share tips for how we implement three primary learning strategies—retrieval practice, spaced practice, and metacognition—in the courses we support in our roles as learning designers in the
Transitions are liminal spaces. We move through them from one place to another. In writing, transitions build bridges between paragraphs. They give readers a sense of where they’re headed. But in some transitions that space in between feels less like a bridge and more like
Faculty who move from face-to-face teaching to online teaching must decide how to facilitate student interaction in a web environment. Nearly all use the asynchronous threaded discussion forum that is a central feature of all learning management systems (LMSs). Some also use synchronous video conferencing,
Students prize course content they deem relevant to their professional aspirations. If they determine it’s not relevant (and they make that decision about lots of course content), students slog their way through the course, not bothering to learn the material in ways that promote its
When it comes to making decisions about what happens in courses, students don’t have much say. Teachers decide what students learn, how they’ll learn it, when they’ll learn it, and finally, whether they have learned it. Expertise and professional responsibilities give teacher power over what
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