Scenario 1: You are in your office, preparing to grade final papers. Students were required to submit them through the campus learning management system (LMS). Upon review of LMS activity, you find that several students failed to submit their papers by the due date. You
Classroom climate “profoundly shapes” the experience of both instructor and students. That’s a claim made by two authors of a study that looked at syllabi from sociology courses to see what they said about classroom climate (Valentin & Grauerholz, 2019, p. 219). They found that
As part of our teaching philosophy, we believe in the value of exploring contentious issues with our students to encourage civic engagement and effective leadership. When we introduce contentious issues in the classroom, we define a contentious topic as one that is (1) debatable and
Flipgrid is arguably the best-known video hosting and collaboration tool for education. An instructor can set up a “grid” that hosts all their class’s videos. Then the instructor creates “topics”—video or image discussion prompts with text descriptions. Students then post replies to those topics as
If you teach, you know about learning outcomes. Unless you inherited your courses from someone else, you’ve developed lists of them. You’ve probably had to submit these lists to the administration to be reviewed and possibly revised. You might have been asked to map these
Interest in group exams and quizzes continues to grow, as does the research on how they affect learning. The process of having students take an exam or quiz individually and then collectively in a group goes by several different names, including collaborative testing and two-stage
It is often said that much, if not most, of communication comes not in what we say but in how we say it. We might say something that sounds angry, but our facial expression demonstrates that we are joking. Conversely, we might say something that
Imagine this scenario: students taking physics—one group with a faculty member who lectures effectively, the other with one who uses active learning extensively. In both cases what students learn is tested after the class session along with their reports of how much they think they’ve
Having never viewed myself as an expert and periodically believed I’m an imposter just waiting to be found out, I went a long time without worrying about the so-called curse of knowledge. I couldn’t possibly know too much math and chemistry, the content I teach.
Relax. Deep breaths. It is going to be okay. How many times do you say something similar in face-to-face classes? After giving out assignment directions, what kinds of additional verbal instructions or tips do you offer students? These unplanned pep talks and additional information help
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