It’s jargon, and in this case “knowledge decay” refers to how fast students forget what they have learned for a test. There’s a general sense among faculty that they forget a lot, quickly. Research would respond to our general impressions with answers that clearly support
Many students don’t pay much attention in class. They come to class, but most of the time, only their bodies are present. When they study, that demanding task occurs as they attend to a host of other, often more engaging mental activities. It is a
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The life of a faculty member is filled with noisy busyness—planning class sessions, grading, meeting with students, advising, committee work, research, scholarship, and publications. We are consumed by the swirl of activities and the need to juggle all these responsibilities without dropping one of the
This article is not a Luddite’s rejection of digital technology. Even though I feel some intellectual kinship with Swiss philosopher Jean-Jacques Rousseau in regard to how some tools affect people constitutionally, I readily admit that digital technology has made my job as a teacher much
Students and questions: it’s a topic written about with some regularity in this publication (and on the Teaching Professor Blog, for that matter). The concern starts with the quantity and quality of questions students ask in courses, but it goes beyond that, as Mara Brecht
Assignments are one of those ever-present but not-often-thought-about aspects of teaching and learning. Pretty much every course has them, and teachers grade them. The grade indicates how much the student learned by doing them. But is this learning something that students recognize? Too often students
Laptops and tablet devices of various sorts are everywhere in college classrooms at this point. Students use them to take notes. Keying is quicker than writing notes longhand, and typed notes are subsequently easier to read. Faculty have two legitimate worries; students are using their
In his Letters to a Young Poet, Rainer Maria Rilke urged the younger correspondent to learn to love questions, even those that were unanswered. This admonition has stuck with me for several decades, especially in times when I am seeking answers to seemingly tough questions.
An interesting essay in the Journal of Management Education highlights “mounting evidence in the cognitive neuroscience literature that digital technology is restructuring the way our students read and think” (p. 374). It proceeds to explore the implications of this premise for higher education generally and
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