OTHER RECENT ARTICLES

Academic Leadership Conference May 3

Call for Proposals: Leadership in Higher Education Conference

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If you serve in a leadership role on campus, here’s your chance to get involved in a new conference developed just for academic leaders.

Brought to you by Magna Publications, producers of Academic Leader newsletter and the Teaching Professor Conference, the Leadership in Higher Education Conference is accepting speaking proposals for its inaugural conference, Oct. 6-8 in Atlanta.


focusing activities to engage students May 2

Three Focusing Activities to Engage Students in the First Five Minutes of Class

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In the previous two articles, I shared ideas to address student accountability and student preparation in the flipped classroom. Based on your feedback and emails, getting students to come to class prepared is an ongoing challenge for many of us! In this article, I’d like to keep the conversation going by zeroing in on the importance of the first five minutes of class.


taking test deep in thought April 27

Test Anxiety: Causes and Remedies

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There hasn’t been a lot written recently about test anxiety, but that doesn’t mean it’s no longer an issue for a significant number of students. Those of us who don’t suffer from test anxiety—and I’m betting that’s most faculty—can find it hard to be sympathetic. Life is full of tests, and students need to get over it. Besides, if students have studied and prepared, there’s no reason for them to feel excessively anxious about a test.


MacBeth text April 25

Questions That Bring Contemporary Context to Past Personalities

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Most students find it difficult to think of famous historical personalities as real people. They also read texts without realizing that there are tangible personalities behind them. I have found one of the most effective ways to give flesh and blood to the past is by designing questions that ask students to bring authors, historical characters, and texts into the classroom. There are a variety of formats that these questions might take. Following are some that I’ve used and other examples that might trigger queries you could adapt for your courses.


professor in front of large class April 22

Active Learning: Surmounting the Challenges in a Large Class

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“Enabling interaction in a large class seems an insurmountable task.” That’s the observation of a group of faculty members in the math and physics department at the University of Queensland. It’s a feeling shared by many faculty committed to active learning who face classes enrolling 200 students or more. How can you get and keep students engaged in these large, often required courses that build knowledge foundations in our disciplines?


male college student with phone and laptop April 15

Audio Reflection Assignments Help Students Develop Metacognitive Skills

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From the bold honors student to the timid learner in the back row, reflection can help students become more aware of themselves as learners. But because we often rely on writing as the primary mode of metacognitive reflection, some students, especially those who struggle with college-level writing, may not experience the full cognitive benefits of reflection. For such students, the stress of writing can compromise their focus on reflection.


students in lecture hall April 13

The Last Class Session: How to Make It Count

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“First and last class sessions are the bookends that hold a course together.” I heard or read that somewhere—apologies to the source I can’t acknowledge. It’s a nice way to think about first and last class sessions. In general, teachers probably do better with the first class. There’s the excitement that comes with a new beginning. A colleague said it this way: “Nothing bad has happened yet.” Most of us work hard to make good first impressions. But by the time the last class rolls around, everyone is tired, everything is due, and the course sputters to an end amid an array of last-minute details. Here are a few ideas that might help us finish the semester with the same energy and focus we mustered for the first class.