I’ve put together a lot of bibliographies in my day. They’re more like resource collections than comprehensive listings of relevant published work, which are pretty much impossible when it comes to teaching and learning where the literature spreads across our disciplines and in disciplines devoted
We know a lot about study strategies—how they can be used to improve exam performance and promote a deeper understanding of the material. We also know that many students are attempting to learn course content without particularly strong study skills. They procrastinate and have short
Last week I tried to write a blog post about research article reviews—those quantitative, qualitative, or narrative summaries of where the research stands on a given issue. I couldn’t make the post work. It ended up being a tirade about the disconnect between research and
What if there were a simple classroom exercise that could create positive and lasting effects on the academic performance and persistence of students—in particular, students who are under-represented in your field?
It turns out there is. More accurately, there are a number of such exercises—let’s
Faculty have access to more information about college teaching than ever before. Researchers have studied a host of instructional approaches and published results in myriad journals. Educators have shared summaries of and links to such studies informally on websites and through Twitter feeds. This is
New Approaches, Instruments and Emphases
Eddy, S. L., Converse, M., and Wenderoth, M. P., (2015). PORTAAL: A classroom observation tool assessing evidence-base teaching practice for active learning in large science, technology, engineering and mathematics classes. Cell Biology Education, 14 (Summer), 1-16.
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A couple of months ago a colleague asked me to recommend a book for his new faculty reading group. I rattled off the names of several, but then wondered if a packet of articles might not be a better option. When I started to identify
I recently read an article in Studies in Higher Education titled “Why Do Academics Blog?” It got me thinking about this blog and why I do it.
How much can we learn from each other’s experiences? A lot, but there are reasons to be cautious. Sometimes what’s been learned from an experience, or set of experiences, is wrong. That’s true whether the learning is about teaching or life.
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