It is no secret that the cost of textbooks has skyrocketed over the past years, with students spending on average around a thousand dollars a year on textbooks (Meyer, 2016). It should thus come as no surprise that the majority of students have opted out
Just as all students are different, so are all instructors. We need to ensure we are implementing instructional technology tools that fit our teaching style, availability, and technology skill level. If any instructor wishes to incorporate a new technology tool, it is vital we first
Faculty across disciplines have been increasingly embracing online learning, with the goal of enhancing student learning. The intention is good, but it doesn’t always produce the desired outcomes. Much of the traditional online content lacks interactivity and fails to engage students.
English Composition I at New Jersey City University (NJCU) is designed to prepare students to meet the requirements of writing for university course work. The course learning objectives focus on the achievement of basic communicative skills in reading, writing, speaking, and listening. Instead of completing
Those of us who teach in professional programs have some unique instructional challenges. Certainly, like everyone else, we have content that students need to learn—and, like everyone else, we have too much content and struggle to get through it all. We’re also alike in that
What’s the best way to put students into groups? It’s the first task that confronts teachers who want students to work together. And the best reply is one of those “it depends” answers. Here are the questions on which it depends.
Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the generalizations reported in it. Like most articles that synthesize the
Class discussions present teachers with a number of different challenges, including the often limited number who participate, those who make comments but do so without having done the reading, and the many students who, as Emily Gravett notes, treat class discussions as “down time.” (p.
Last month we laid out what podcasting is and why you might want to explore it for use in your classes and with your colleagues. Now let’s talk about some of the practical considerations of making a podcast.
First, a caveat: we assume in
As teaching professors, we try to change students, whether it’s a change that increases their factual knowledge, one that gives them a new way of thinking, or one that develops an important new skill. Frustration, stress, and tension frequently accompany change, especially change that involves
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