April 29, 2011

Students Who Are Chronically Late to Class

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Students who display a passive-aggressive personality style may do so in a variety of ways … from chronic tardiness to sleeping in class. Let’s look at the student who’s always running late. As you know, some students are late to class on a regular basis, and in doing so are probably displaying a form of resistance or defiance—and it is wise to see it as such.


April 28, 2011

Faculty-Student Interactions: Why You Should Care

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The May issue of The Teaching Professor newsletter highlights some content from a really excellent article on caring for students. The article by Steven A. Meyers summarizes research documenting the strong and positive association between caring and a variety of learning outcomes. It also addresses reasons why faculty object to the idea that they should care for students—reasons like, students not appreciating the way faculty do care, that caring compromises professional distance, and that teaching, not caring, is the job of academics.



April 26, 2011

How to Teach a Course That Leads to Certification

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The Computer Information Sciences program at ECPI College of Technology offers job oriented, “hands-on” education required to meet the needs of an ever-changing and increasingly technical society. We encourage students not only to earn their degree but also to get certified in their respective fields. The great success we achieved in getting more than 50 students Comptia Security+ certified compelled us to share our experience.



April 22, 2011

Survey Says 80 Percent of Faculty Use Social Media in Their Teaching

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More than 80 percent of college faculty use some form of social media in their teaching, with online video by far the most popular application, according to a new survey from the Babson Survey Research Group and Pearson. The results were presented early this month during Cite 2011, Pearson’s 12th annual higher education technology conference.


April 21, 2011

Teaching Large Introductory Survey Courses

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In general, would you agree that these introductory courses are some of the most poorly taught in the curriculum? And that really shouldn’t be a big surprise. First, there is no academic glory associated with this teaching assignment. In fact, it is often the newest (and least experienced) member in a department who gets “stuck” with the big introductory course, even though these courses happen to be among the most difficult in the curriculum to teach.


April 20, 2011

Strategies for Growing a Campus-Wide Professional Development Program

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Professional development is essential for maintaining and developing the skills of higher education employees. Beyond educating students, colleges also have to keep faculty and administrators continually updated with the latest technology, changes in enrollment characteristics, and larger societal issue so that they can help students be more successful.



April 18, 2011

What Students Want: Characteristics of Effective Teachers from the Students' Perspective

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As an undergrad, I put myself through school waiting tables – a truly humbling experience that made me a better instructor. With a mission of 100% customer satisfaction and my livelihood on the line, the patron’s experience became my highest priority.

Taking that mindset into the classroom, I strove for 100% student satisfaction – within the confines of academic integrity, of course – and achieved great results. It turns out, oddly enough, that students love being important, valued, respected, and honored. And through the resulting faculty-student connection, students willingly transform into vessels of learning.