By: Maryellen Weimer, PhD
As a follow-up to last week’s post, here’s a final bit from my rummaging around old favorites in my personal library of teaching and learning resources.
The insights come from Roy Starling’s great piece in which he recounts his experiences of being released from his teaching responsibilities to take a full load of courses with a small group of undergraduates. It radically changed his teaching, as it did Marshall Gregory’s when he enrolled in an undergraduate acting class, and as it did mine when I took a non-major’s chemistry course with 20 first-semester students. Most faculty do not have time to take courses or they’re at institutions without programs that support these experiences. However, even short visits to a colleague’s class and experiencing it as a student (not a peer reviewer) yields insights about teaching and motivates change.
By: Ken Alford, PhD
We've all sat through some pretty horrific PowerPoint presentations. Too much text. Tiny font. Confusing graphs. Dizzying slide transitions and effects. Cheesy clip art. Poor color combinations. The list goes on and on.
But don’t blame PowerPoint just because some slide shows are bad. Blame the presenter. When used appropriately, PowerPoint is an effective tool for increasing student attention and participation.
Here are a few basic guidelines for creating more effective presentation slides:
By: Ashley Harvey, PhD, LMFT
On the first day of class, I often say something like this to my students: “Nothing floats my boat more than great discussion. Nothing promotes great discussion like having completed the readings. And nothing promotes completing the readings like having points attached to it.”
By: Anthony R. Sweat, PhD, and Kenneth Alford, PhD
“There’s just not enough time in class with students!” It’s a common faculty complaint, and when students are provided quality course materials they can use outside class, this blended learning approach gives faculty more time in class. A variety of materials can be developed for use outside class. In this article, we’d like to focus on creating video content that students use for a blended learning course.
By: Company News
The New Media Consortium (NMC) and EDUCAUSE Learning Initiative (ELI) jointly released the NMC Horizon Report – 2017 Higher Education Edition at the 2017 ELI Annual Meeting. This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The topics are summarized in the accompanying infographic.
By: Maryellen Weimer, PhD
One of my New Year’s resolutions was to reread some of my favorite teaching and learning resources, especially those I haven’t looked at in a while. I’m enjoying these revisits and decided to share some random quotes with timeless insights.
By: Linda B. Nilson, PhD
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134.
To develop critical skills in students in a course, instructors must have the explicit goal of developing those skills as well as training in ways to do so. Critical thinking does not progress by accident.
Bloom, B., & Associates. (1956). Taxonomy of educational objectives. New York: David McKay.
Braun, N. M. (2004). Critical thinking in the business curriculum. Journal of Education for Business, 79(4), 232-236.
Nora Braun of Augsburg College points out that in the business world, making decisions is a daily occurrence. Discussions, debates, and guided questioning are some of the techniques that should be used in business courses to classify and evaluate the enormous quantity of available information.
Bookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco: Jossey-Bass.
By: Barbi Honeycutt, PhD
Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.
In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.
By: Maryellen Weimer, PhD
Students who don’t carry their weight in a group continue to be a big concern for faculty who use groups and for students who participate in them. Most often faculty and students assume that these students are lazy and happy that they’ve landed in the group with others willing to do the work. And sometimes that’s the case. Some students are lazy. But research documents that this isn’t true of all students who aren’t participating in groups. Here are a few highlights from a study that considered how social-comparison concerns might prevent participation and approaches that help alleviate those concerns.