Posts Tagged ‘assignment strategies’
September 9 - Less Stress at the Semester’s End
By: Maryellen Weimer, PhD in Teaching and Learning, Teaching Professor Blog
There is no question that many students experience pretty serious burnout by the end of the semester. It’s easy for us to recognize it because we experience it ourselves. Even so, I have to admit I was surprised by the findings of a survey of one cohort of business majors.
February 2 - Replacing Lab Reports
By: Maryellen Weimer, PhD in Faculty Development, Teaching Professor Blog
When I took an ungraduate chemistry course a few years back, I loved lab, but I have to admit writing up the lab reports seemed like so much busy work. Each report had specified sections, and the lab manual offered advice on what to put in the sections, depending on the experiment. I remember trying
September 1 - Reading Assignment Strategies that Encourage Deep Learning
By: Maryellen Weimer, PhD in Effective Teaching Strategies
When given a reading assignment, some students feel they have met their obligation if they have forced their eyes to ‘touch’ (in appropriate sequence) each word on the pages assigned. How can we entice students to read the material we assign, and how do we help them develop strategies for deep comprehension and retention of
July 21 - Problem-solving Exercises that Promote Intellectual Development
By: Maryellen Weimer, PhD in Learning Styles
In a Journal of Engineering Education article (referenced below), Richard Felder and Rebecca Brent propose an instructional model that promotes the intellectual development of science and engineering students. Among a number of conditions they identify as being relevant to intellectual development, they suggest particular kinds of problems for students to solve. Their list (summarized below)
May 7 - Why Students Procrastinate and What You Can Do About It
By: Maryellen Weimer, PhD in Instructional Design
It’s easy to lay the procrastination problem on students and certainly they must own a big part of it. But this research indicates that professors are not powerless. There are ways assignments can be designed and courses structured that can decrease the amount of procrastination.
