Students often struggle academically due to an inability to organize their lives around achievable goals. Students beyond early adulthood may have already reached certain personal goals but now must balance their priorities, time, and resources in striving for academic goals while still maintaining structure and
Students often ask teaching faculty to help them make important decisions that will affect their lives in significant ways. “Should I drop this course? Should I pursue teaching or industry? Should I do graduate studies?” These questions can only be answered in the context
What do you want your students to learn? What really matters to you?
I’ll give you an example. William Carlos Williams once wrote,
It is difficult
to get the news from poems
yet men die miserably every day
for lack
“Learning Outcomes for Instructors, Not Just Students.” That was the title—and message—of an earlier article I wrote for The Teaching Professor. Writing it set me on an important path (or perhaps reminded me of the path I was already on): I am a learner alongside
I often wonder what students think about the assignments we create. In my experience, they frequently see assignments as having a limited and somewhat task-oriented relationship with their course work. Their concern about what counts for a grade is frequently one-dimensional and often usurps the
One of the challenges online learners face is sustaining motivation over the duration of the course. In face-to-face classrooms, teachers can personalize motivational strategies to meet the needs of individual students, and the social presence of teachers and fellow learners provides its own motivational incentives.
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
In the July 10, 2013 post, I shared some ideas about learning with students precipitated by an article that made an interesting distinction between “doing for” students and “learning with” students. The post generated some good responses and prompted Aron Reppmann, a philosophy professor at
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