Posts Tagged ‘syllabus’
November 19 - Why Are You Taking This Course?
By: Maryellen Weimer, PhD in Teaching and Learning
Do you challenge students to think about why they’re taking a course? Most faculty are discouraged by the very common “because it’s required” response. Equally discouraging is what students hope to get out of a course. Sometimes they seem perplexed by the question! The answer is so obvious—they want an A.
September 25 - Student Recommendations for Encouraging Participation
By: Maryellen Weimer, PhD in Effective Classroom Management
Getting students to participate in class is one of those perplexing instructional problems we all face, particularly when teaching undergraduate classes. Are there significant differences in the graduate classroom?
September 15 - A Modular Course Design Benefits Online Instructor and Students
By: Rob Kelly in Online Education
Andrea Henne, dean of online and distributed learning in the San Diego Community College District, recommends creating online courses composed of modules—discrete, self-contained learning experiences—and uses a course development method that specifies what to include in each module.
September 4 - Online Course Management: Overcoming the Challenges of “Anytime” Learning
By: Lawrence Ragan, PhD. in Online Education
Although the online classroom environment provides tremendous flexibility of time and place of study, establishing and communicating a course pace and pattern of work can aid both instructor and student, and alleviate confusion of course operation.
August 24 - Using the Syllabus to Create an Engaging Classroom Climate
By: Maryellen Weimer, PhD in Effective Teaching Strategies
It’s important at the beginning of a course for students and their instructor to find out about each other. This exchange of information helps to create classroom climates of respect and fosters a spirit of exchange that can encourage students to ask questions, make comments, and otherwise participate in dialogue throughout the course.
August 19 - The Pietas of Teaching
By: Patty H. Phelps, EdD in Philosophy of Teaching
Recently, I encountered a snag in my teaching. Unlike past difficulties connected to particular classroom challenges, this one was more pervasive. For several months I contemplated the cause of this “bigger” dilemma. Upon reflection it became evident that my off-balance feeling was linked to the pietas of teaching.
August 7 - 11 Strategies for Managing Your Online Courses
By: Mary Bart in Free Reports, Online Education
If you think the flexibility of online teaching also means that it’s OK to “wing it” now and then, you’d be wrong. If anything, you have to be more organized, more consistent and more prepared for anything than ever before.
August 4 - The Department Chair’s Role in Dealing with Disruptive Students
By: Rob Kelly in Academic Leadership
Most professors will have to deal with classroom disruptions at some point, from the relatively minor—students who show up for class late or who talk excessively—to the more serious—disrespectful, uncivil, or threatening student behavior. It’s the role of the department chair to create a culture that helps prevent and deal with disruptive behavior effectively.
July 6 - How to Use the First Day of Class to Set the Tone for Entire Semester
By: Mary Bart in Effective Classroom Management
On top of everything college faculty are responsible for, there’s one that may be easy to overlook or even deem as unnecessary: Teaching students how to be students. Do so at your peril because most students need a little help understanding and practicing the skills and behaviors they need to succeed.
June 24 - Top 10 Tips for Addressing Sensitive Topics and Maintaining Civility in the Classroom
By: Center for Teaching and Faculty Development at San Francisco State University in Effective Classroom Management
1. Create a classroom environment that from the first day sets ground rules for discussion and makes it clear that all students are included in the work of the class. Make sure you make all students feel connected to each other, the class, and the topic, and establish strong expectations about the content and manner of communication.
