December 17 - Our 14 Most Popular Articles of 2014
As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2014, we published approximately 225 articles. The articles covered a wide range of topics – including group work, course redesign, flipped learning, and grading strategies. In a two-part series, which runs today and Friday, we reveal the top 14 articles for 2014. Each article’s ranking is based on a combination of factors, including e-newsletter open and click-thru rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.
Today’s post lists articles 8-14, starting with number 14.
December 15 - Our Weekly Conversation about Teaching and Learning
In this the final post for 2014, I wanted to say thanks to those of you who take time to add comments after the posts. I don’t respond because I’ve had my say. However, I do read every comment and often wish I could gather a group of you together for coffee (maybe something stronger, it is the holiday season) and continue the conversation.
We are still struggling with finding time and venues that expedite conversations about teaching and learning. The most pressing teaching issues of the moment tend to occupy our attention—test questions we need to write, reaction papers to record, the technology needed for a class activity tomorrow, or that routinely absent student who wants an extension. When we do encounter each other, we talk about these daily details but not about issues that merit deeper discussions.
Consider this hypothetical situation: The vice president of academic affairs has just sent you a cryptic email asking you to define the impact of your faculty development center. Could you do so? What would you say? How would you measure the impact?
December 11 - WizIQ Launches e-Learning Tool to Create Video Lectures
Online education platform WizIQ launches WizIQ Recordor, an easy to use authoring tool for teachers to create synchronized video lectures using their PowerPoint presentations. The tool runs as a simple add-in to Microsoft PowerPoint and is free to download.
December 10 - Developing Students’ Self-Assessment Skills
I’ve been rereading some of the research on student self-assessment and thinking about how students develop these skills. They are important in college, all but essential in most professions, but they’re rarely taught explicitly. We assume (or hope) they’re the kind of skills student can pick up on their own, even though most of us see evidence to the contrary. Many students, especially beginning ones, routinely overestimate their ability and underestimate the difficulty of course content. How often did I hear this comment about my courses: “A communication course? Gotta be a piece of cake. I’ve been talking since I was 3.”
Reading students’ comments on official end-of-term evaluations—or worse, online at sites like RateMyProfessors.com—can be depressing, often even demoralizing. So it’s understandable that some faculty look only at the quantitative ratings; others skim the written section; and many others have vowed to never again read the public online comments. It’s simply too painful.
How else might you respond? Here are seven suggestions for soothing the sting from even the most hurtful student comments:
December 5 - How to Deal with Incivility in the Online Classroom
Incivility in the online classroom can take many forms. Angela Stone Schmidt, director of graduate programs in the School of Nursing and associate dean College of Nursing & Health Professions at Arkansas State University—Jonesboro, uses Morrisette’s definition: “interfering with a cooperative learning atmosphere.” So in addition to inappropriate, rude, offensive, or bullying behaviors, Schmidt considers behaviors such as academic dishonesty, over-participation or domination and under-participation to be forms of incivility. In an interview with Online Classroom, she offered the following advice on how to reduce incivility with a proactive stance and how to address it when it does occur:
December 3 - Why We Believe in Our Students, a Timely Reminder
For most of us, it’s that time of the semester when we are least likely to think positively about students. We’re tired, they’re tired, and there are still the proverbial miles to go. Some students have finally figured out they’re in trouble in the course, but none of their difficulties derive from anything they’ve done (or haven’t done), or so they think. Others remain lost in a thick fog that obscures even very fundamental course content. Passivity is the default mode for what feels like an increasingly large group. If there’s any lull in the action, they settle back, quickly finding their way to places of mental relaxation.
December 1 - Unlocking the Mystery of Critical Thinking
Critical thinking. We all endorse it. We all want our students to do it. And we claim to teach it. But do we? Do we even understand and agree what it means to think critically?
According to Paul and Elder’s (2013a) survey findings, most faculty don’t know what critical thinking is or how to teach it. Unless faculty explicitly and intentionally design their courses to build their students’ critical thinking skills and receive training in how to teach them, their students do not improve their skills (Abrami et al., 2008).
November 21 - Six Things That Make College Teachers Successful
1. Study the knowledge base of teaching and learning.
You have chosen to teach in higher education because you are a subject-matter specialist with a tremendous knowledge of your discipline. As you enter or continue your career, there is another field of knowledge you need to know: teaching and learning. What we know about teaching and learning continues to grow dramatically. It includes developing effective instructional strategies, reaching today’s students, and teaching with technology. Where is this knowledge base? Books, articles in pedagogical periodicals, newsletters, conferences, and online resources provide ample help. Take advantage of your institution’s center for teaching and learning or other professional development resources.