In most courses with some sort of research writing assignment, there’s a strongly worded prohibition against using Wikipedia. IT’S NOT A RELIABLE SOURCE! And measured by academic standards, it’s not. But faculty members Frances Di Lauro and Rebecca Johinke at the University of Sydney see
Emily Gravett writes insightfully about the disconnect between instructor and student course goals. She’s writing about religion courses and how academic goals, such as “analyzing the historical, cultural, linguistic, literary, political and social contexts of religious beliefs and practices” are not the goals that motivate
“Even with years of teaching experience since then [grad school TA experience], there were still areas of my pedagogy that remained as they always had been—unexamined and essentially running on autopilot.” So writes Kevin Gannon in an excellent piece on redesigning his exams (<a href="https://chroniclevitae.com/news/1723-rethinking-my-exams"
How do students think about assignments? A lot never get past the idea that they’re basically unpleasant things faculty make them do. What does interest a lot of students is finding out what the teacher wants in the assignment, not so much what the assignments
A learning assessment technique (LAT) is a three-part integrated structure that helps teachers to first identify significant learning goals, then to implement effectively the kinds of learning activities that help achieve those goals, and finally—and perhaps most importantly—to analyze and report on the learning outcomes
This assignment gets students thinking about and revealing questions and issues of importance to them.
Interviews are a powerful yet underutilized learning device in higher education. There are thousands of experts available who would be more than willing to add interesting material to your courses. While it is not very practical to fly those people in to speak in a
Students often think of class sessions as isolated events—each containing a discrete chunk of content. Those who take notes during class will put the date along the top and then usually leave a space between each session, which visually reinforces their belief that the concepts
The design of assignments, that is, the actions required to complete them, shapes the learning that results. We know this, but do we make the most of what we know when we design and select assignments?
I’ll try to make the point with writing
What kind of homework assignments promote learning? We don’t need research to confirm that doing homework benefits most (maybe it’s all) college students. But there are some vexing issues. If the homework is graded and if those grades count, students will do the homework. But
Magna Publications © 2024 All rights reserved