college classroom December 1

Using Brief Interventions to Maximize Student Learning [Transcript]

By:

The shift toward student-centered learning has transformed our classrooms, and it’s no longer enough to be a subject-matter expert. Instructors have to not only know the material their students need to learn, but they also have to have a reasonably good grasp of how students learn it.

The task is to master both, because that’s when the real learning magic happens. That’s the idea behind cognitive theory and its application in higher education. And while it took you years of study to earn credentials in your discipline, you can learn how to apply relevant aspects of cognitive theory to your courses in far less time.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

students paying attention December 1

Recognizing the Signs of Underpreparedness

By:

Take a few moments to list your top three or four frustrations with students who are not prepared to successfully complete your course—students who almost seem destined to fail your course.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

reflective learners October 31

Transforming Midterm Evaluations into a Metacognitive Pause

By:

Midterm evaluations often tip toward students’ (unexamined) likes and dislikes. By leveraging the weight of the midterm pause and inviting students to reflect on their development, midterm evaluations can become more learning-centered. Cued by our language, students can become aware of a distinction—that we’re not asking what they like, but what is helping them learn. This opportunity for students to learn about their learning yields valuable insights that not only inform instructors about the effects of our methods, but also ground students in their own learning processes, deepening their confidence in and commitment to their development in the second half of the course.



August 19

PA013: Interview with Dr. Bridget Arend (Part 2)

By:

On this episode, we continue our interview with Dr. Bridget Arend, director of university teaching at the Office of Teaching and Learning at the University of Denver. During episode PA011, we talked about the role of faculty in online board discussion assignments. On this episode, we discuss a book she co-authored with Dr. James Davis titled Facilitating Seven Ways of Learning: A Resource for More Purposeful, Effective, and Enjoyable College Teaching. For more information, check out their website at http://sevenwaysoflearning.com.




faculty book club June 1

Six Ways to Improve Your Department’s Teaching Climate

By:

In the same way a classroom’s climate is created jointly by teacher and student actions, a department’s teaching climate results from collective contributions. Of course, department chairs and other administrators play key leadership roles, but they alone are not responsible for creating the teaching climate. We all contribute by what we say and do regarding teaching. Sometimes we say and do nothing, and this too becomes part of the culture.


students in lecture hall April 11

Six Things You Can Do to Deepen Student Learning

By:

For baseball fans and players, springtime can only mean one thing: spring training. Every year professional baseball players head to Arizona or Florida to hone their craft. These are professionals mind you, but they continue to spend hours each year working on many of the same things Little Leaguers work on during the start of their seasons—throwing, catching, hitting, base running, and so forth.

As they make minor adjustments in these fundamentals of the game, the overall outcome is a major improvement. The same is true for faculty who remain mindful of their fundamentals, and make small, incremental improvements to their teaching.


professor with small group of students December 2, 2015

Evidence of Evidence-Based Teaching

By:

Evidence-based teaching seems like the new buzzword in higher education. The phrase appears to mean that we’ve identified and should be using those instructional practices shown empirically to enhance learning. Sounds pretty straightforward, but there are lots of questions that haven’t yet been addressed, such as: How much evidence does there need to be to justify a particular strategy, action, or approach? Is one study enough? What about when the evidence is mixed—in some studies the results of a practice are positive and in others they aren’t? In research conducted in classrooms, instructional strategies aren’t used in isolation; they are done in combination with other things. Does that grouping influence how individual strategies function?