April 30, 2013

Millennial Students Aren’t All the Same

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“A disservice is done to any student cohort when they are globally defined by a single set of character traits. Within any generation, there is diversity and in the Millennial Generation, there is considerable diversity in background, personality and learning style.” (p. 223) So concludes a lengthy and detailed article that seeks, among other goals, to “demystify” the characteristics commonly attributed to students belonging to this generation. “Analysis of research data suggests that these students may not be as different from other generations in the fundamental process of learning as is regularly proposed.” (p. 215) These authors believe that’s important because “it is crucial to accurately assess which specific ‘stable characteristics’ truly impact the learning process and should be targeted for consideration in instructional design.” (p. 215)


April 29, 2013

Establishing an Online Professional Learning Community to Promote Faculty Engagement and Excellence

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In online higher education, adjunct faculty members are an essential resource. These faculty members teach, research, perform service and outreach, and even oversee administrative aspects of higher education institutions (Doe, Barnes, Bowen, Gilkey, Smoak, Ryan, & Palmquist, 2011). Unfortunately, adjunct faculty members often feel isolated and set apart from the full-time faculty, administration, and staff. Dolan (2011) reported adjunct faculty members are generally disappointed with communication, recognition, and a lack of opportunity. One way to improve a sense of belonging is through the development of a strong professional learning community. A successful learning community is primarily focused on student learning, collaboration, and accountability for outcomes (DuFour, 2004).



April 26, 2013

The Final (Office) Hours

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The final portfolio of student work (be it writings, drawings, or a collection of different kinds of work) presents the instructor with a conundrum. As the culmination of student work, it needs to be submitted at the end of the course, but feedback opportunities then are severely limited. Those of us who use portfolio assignments do provide feedback at multiple points throughout the semester, but when the portfolio is completed, the course has ended and this final version cannot be discussed with students. Worse than that, for years, I cringed as I saw the graded portfolios accumulate outside my office. Some were never picked up.


April 24, 2013

Tough Questions on Texting in the Classroom

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It’s time we started exploring some of the tough questions on texting. The May issue of The Teaching Professor newsletter contains highlights from a survey of almost 300 marketing majors about their texting in class. The results confirm what I’m guessing many of us already suspect. A whopping 98% of the students reported that they had texted some time during the term in which the data was collected. They did so for an unimpressive set of reasons, the most popular being “I just wanted to communicate.” Fifty-six percent of the cohort said they were currently taking a class in which the teacher banned texting. Forty-nine percent said they texted anyway.




April 19, 2013

Exploring the Impact of Institutional Policies on Teaching

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Here are three questions of interest to those of us concerned with institutional support of teaching: 1) Is the strength of an institution’s “culture of teaching” or policy support for teaching and learning reflected in faculty members’ pedagogical practices? 2) Are “cultures of teaching” more prevalent at institutions with “learner centered” policies? 3) Do the relationships between institutional policies, faculty cultures, and teaching practices differ across institutional types?


April 18, 2013

Frequent, Low-Stakes Grading: Assessment for Communication, Confidence

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After going out for tacos, our students can review the restaurant on a website. They watch audiences reach a verdict on talent each season on American Idol. When they play video games—and they play them a lot—their screens are filled with status and reward metrics. And after (and sometimes while) taking our classes, they can go online to www.ratemyprofessors.com.


April 17, 2013

Helping Students Discuss Technical Content

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“What did you think about the reading?” can serve as an acceptable discussion prompt if your class is reading a novel, but a question like that doesn’t generate much response when the assigned chapter is in an engineering mechanics book or a principles of accounting text. For those who teach “technical content” — and by that I mean material with “right” answers and preferred ways of doing things, like problems with specific solutions or checklists of procedures — it can be doubly difficult to get students talking.