Professor in front of class. October 19

Getting More out of Exam Debriefs


Brief—that pretty much describes exam debriefs in many courses. The teacher goes over the most commonly missed questions, and the students can ask about answers but generally don’t. These kinds of debriefs don’t take up a lot of class time, but that’s about all that can be said for them. For some time now, I’ve been suggesting that students, not the teacher, should be correcting the wrong answers. The students are the ones who missed the questions.

Diverse group of university students in classroom October 17

Getting Names Right: It’s Personal


Editor’s Note: The following article was excerpted with permission from To My Professor: Student Voices for Great College Teaching, a new book that brings together student experiences and opinions with advice from master educators and experts. The book was written by students at Michigan State University under the guidance of Joe Grimm, visiting editor in residence in the MSU School of Journalism since 2008.

“I spend a lot of money to go to school here. It would be nice if a professor knew my name.”

“I appreciate the fact that you asked me what I wanted to be called because my name has various pronunciations in different languages.”

student on laptop in library October 14

Online Discussion Forums as Assessment Tools


Classroom Assessment Techniques, or CATs, are simple ways to evaluate students’ understanding of key concepts before they get to the weekly, unit, or other summative-type assessment (Angelo & Cross, 1993). CATs were first made popular in the face-to-face teaching environment by Angelo and Cross as a way to allow teachers to better understand what their students were learning and how improvements might be made in real time during the course of instruction. But the same principle can apply to online teaching as well.

Professor with students October 5

Why We Teach


We’re at that time of the academic year when the daily details begin to pile up. Teach a class, grade assignments, schedule advisees, and prep for tomorrow. It may not feel like a grind just yet, but it does require lots of focused energy, which makes this a perfect time for a quick reflection on why we teach. For some, teaching is just a job; it’s a paycheck necessity. But for readers of a blog on teaching and learning, I’m pretty sure we’re in it for something more than the bucks, which tend to be pretty modest anyway.

reader survey icons October 3

Reader Survey Finds Unprepared Students a Persistent Problem


Quick, what’s your biggest teaching challenge? If you said it’s students who don’t read their assignments or prepare for class, you’re in good company. For the fourth consecutive year that we posed that question in our survey, Faculty Focus readers identified students who come to class unprepared as their biggest day-to-day challenge. It was followed closely by students who are not prepared for the rigors of college. Finishing third this year was institutional budget cuts, which edged out student motivation for the first time. Technology distractions remained as the fifth biggest challenge.

active learning September 26

The Flipped Classroom Unplugged: Three Tech-Free Strategies for Engaging Students


Throughout this summer article series, we’ve addressed some of the most frequently asked questions about the flipped classroom in higher education. We’ve shared ideas for student motivation, student engagement, time management, student resistance, and large classes. Since this is the final article in the series, I reviewed my notes and the findings from the Faculty Focus reader survey on flipped classroom trends (2015), and there’s one more topic we need to address: creativity.

study group September 21

What Happens When Students Study Together?


I’m a strong believer in the benefits of students studying together, even though students don’t always understand or even experience the benefits. Oftentimes the potential gains of group study sessions are compromised by student behaviors. Students will saunter into study sessions, mostly not on time, sit around, check their phones, and socialize. When they finally start reviewing their notes, the text, or the homework problems, it’s all pretty superficial. There are very few questions, explanations, or confessions of confusion. The most intense conversation takes place over what they’ve heard from others about the exam and their hopes that it will be easy.