CURRENT ARTICLE • August 26th Professional Adjunct Podcast

PA014: Efficient and Effective Grading

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On this episode, we discuss the article “Ten Tips for More Efficient and Effective Grading” written by Victoria Smith, PhD, and Stephanie Maher Palenque published in Faculty Focus on February 2, 2015. We discuss practical ways to apply these 10 tips based on our experience, such as using a comment bank, frontloading feedback, being mindful of attitude and approach, and avoiding surprises.

OTHER RECENT ARTICLES

students taking a test August 24

Is It Time to Rethink Our Exams?

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I’ve been ruminating lately about tests and wondering if our thinking about them hasn’t gotten into something of a rut. We give exams for two reasons. First, we use exams to assess the degree to which students have mastered the content and skills of the course. But like students, we can get too focused on this grade-generating function of exams. We forget the second reason (or take it for granted): exams are learning events. Most students study for them, perhaps not as much or in the ways we might like, but before an exam most students are engaged with the content. Should we be doing more to increase the learning potential inherent in exam experiences?


Teaching large classes August 22

Flipping Large Classes: Three Strategies to Engage Students

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As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?”

I like this question because it’s not asking whether you can flip a large class, but rather what’s the best way to do it. Faculty who teach large classes are challenged not only by the sheer number of students but also by the physical space in the classroom. Having 100, 200, or 400+ students in class means teaching in large lecture halls with stadium seating and seats that are bolted to the floor. It’s not exactly the ideal space for collaboration and group discussions, so the types of flipped and active learning strategies you can use are more limited.


Professional Adjunct Podcast August 19

PA013: Interview with Dr. Bridget Arend (Part 2)

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On this episode, we continue our interview with Dr. Bridget Arend, director of university teaching at the Office of Teaching and Learning at the University of Denver. During episode PA011, we talked about the role of faculty in online board discussion assignments. On this episode, we discuss a book she co-authored with Dr. James Davis titled Facilitating Seven Ways of Learning: A Resource for More Purposeful, Effective, and Enjoyable College Teaching. For more information, check out their website at http://sevenwaysoflearning.com.


young professionals August 17

A Memo to My Students
Re: College and the Real World

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To: My Students
From: Your Teacher
Re: College and the Real World

I just read about a senior engineering student who was presenting a design project in an upper-division business communications course. In the presentation, he talked about what he would do if he were a “real” engineer. His teacher asked him what it was about what he was doing that wasn’t “real” engineering. He’d designed the project. He was presenting it to a group of his peers. He answered, “It’s school—not real engineering.”


STEM students working on a problem. August 15

Teaching Quantitative Problem-Solving Skills Lies in the Solution

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Editor’s Note: One of the themes that emerged from our recent Faculty Focus reader survey was a request for more articles specifically related to teaching in the STEM disciplines. In response, we are pleased to present an article written by true leaders in STEM education and the authors of Teaching and Learning STEM: A Practical Guide (Jossey-Bass, 2016). As its name suggests, the book focuses on the practical application of research-based strategies for designing and teaching STEM courses. It has been called “hands-down the best instruction manual for professors in science, technology, engineering, and mathematics that you can find.” [Barbara Oakley, PhD]