yellow highlighted text May 6

Lost in a Sea of Yellow: Teaching Students a Better Way to Highlight

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A lot of students are in love with their highlighters, especially those bright, fluorescent-colored ones. They use them to highlight course materials, sometimes underlining whole pages of text. When I first saw a text so fluorescent that it all but glowed, I wondered why in the world somebody would spend that much time underlining. Later I understood it was really a cry for help. “I can’t tell what’s important, so I’ll just highlight the entire section so I don’t miss something.” Highlighting can be a useful way of interacting with text, but it needs to be done in a thoughtful way.


book closeup March 30

Using Student-Generated Reading Questions to Uncover Knowledge Gaps

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Editor’s note: The following is an excerpt from Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments, Biochemistry and Molecular Biology Education, 42 (1), 29-38. The Teaching Professor Blog recently named it to its list of top pedagogical articles.

As instructors, we make a myriad of assumptions about the knowledge students bring to our courses. These assumptions influence how we plan for courses, what information we decide to cover, and how we engage our students. Often there is a mismatch between our expectations about what students know and how students actually think about a topic that is not uncovered until too late, after we examine student performance on quizzes and exams. Narrowing this gap requires the use of well-crafted formative assessments that facilitate diagnosing student learning throughout the teaching process.


26256662_web March 27, 2014

Reading Circles Get Students to Do the Reading

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In my course, the required reading is intensive and extensive. Students must read multiple texts that range across disciplines, genres, history, and culture. The goal of this interdisciplinary course is improvement of critical reading, writing, and thinking skills. My students, like many others, live complicated lives. Add to that the fact that many are not particularly good readers or people who like to read, and the result is students arriving in class not having done the reading. When that happens, the teacher becomes the best student in the room. She talks about the text while students dutifully listen—or appear to listen.


studying230 May 6, 2013

The Little Assignment with the Big Impact: Reading, Writing, Critical Reflection, and Meaningful Discussion

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Several years ago, I came across the Purposeful Reading Assignment that was reported to encourage students to read, reflect, and write about readings assigned for class. Research (Roberts and Roberts, 2008) and experience tell us that supporting students’ reading, writing, and reflective practices is one of the most challenging aspects of learning and teaching. Although this assignment appeared to be simple, it has proven to be an influential tool for learning and has increased engagement and participation among my students.



male students studying February 18, 2013

Peer-led Reading Groups Boost Engagement and Retention

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A legal historian by training, I have taught many general education courses that draw students from across majors and disciplines. It is not uncommon for the 21st century college student to become somewhat disengaged with the works of Plato or Kant, and this is especially the case when these readings are complex and/or students are outside their topical comfort zones. As a result, in-class discussion suffers, momentum and dialogue are hindered, and students may feel alienated from the course. This is exacerbated by varying levels of engagement with out-of-class readings, producing uneven student learning outcomes.


ff-tp-blog October 17, 2012

A Couple of Great Strategies to Improve Student Reading

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The pedagogical periodical Teaching Theology and Religion has a unique section. In fact, many of the discipline-based periodicals on teaching and learning have interesting and relevant features, which is one of the reasons why I continue to bemoan the positioning of so much of our scholarship on teaching and learning in the disciplines. These journals regularly include research findings and great strategies that address aspects of teaching and learning that transcend disciplines.


FF-shapingupframework1 September 17, 2012

Using “Frameworks” to Enhance Teaching and Learning

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I want to explain the use of what I call “frameworks” in my college teaching. I have used them during nine years of teaching graduate and undergraduate classes, and my students tell me that they are particularly helpful. Although I teach in Utica College’s Education program, this tool has application across a broad number of disciplines and courses at a variety of levels.



F_2387017_web February 23, 2012

Using Reading Prompts to Encourage Critical Thinking

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“Students can critically read in a variety of ways:
• When they raise vital questions and problems from the text,
• When they gather and assess relevant information and then offer plausible interpretations of that information,
• When they test their interpretations against previous knowledge or experience …,
• When they examine their assumptions and the implications of those assumptions, and
• When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.” (p. 127)

And don’t we all wish our students read this way!