shy student150407 April 27

Strategies for Addressing Student Fear in the Classroom

By:

Upon setting foot in the classroom at the beginning of the semester, many students experience varying degrees of anxiety or fearfulness. As educators, we often sense nervousness among our pupils as we introduce ourselves and hand out copies of the course syllabus to review. Most students settle in shortly, but some may remain consistently fearful. Is it possible that their high levels of fear negatively affect their ability to learn in the classroom from week to week? In this article, we discuss the role of debilitating fear in some students’ lives and identify ways that educators can help them attain success despite their anxiety.


troublewithmath April 24

Helping Students Who Are Performing Poorly

By:

Unfortunately, all too often performance on the first exam predicts performance throughout the course, especially for those students who do poorly on the first test. Faculty and institutions provide an array of supports for these students, including review sessions, time with tutors, more practice problems, and extra office hours, but it always seems it’s the students who are doing well who take advantage of these extra learning opportunities. How to help the students who need the help is a challenging proposition.


ff-tp-blog April 22

Promoting Academic Integrity: Are We Doing Enough?

By:

Cheating continues to be a pervasive problem in college courses. Institutions have policies designed to prevent it and faculty employ a range of strategies that aim to catch those who do. And still the problem persists. A study at a university in Australia, where it is the students’ responsibility to read and follow the academic integrity policy, found that only 50% of the students said they read the policy. Nonetheless, 80% rated their understanding of plagiarism 7 or above on an 11-point scale. However, when asked to identify a set of behaviors associated with academic dishonesty, their answers indicated confusion and misunderstanding of cheating, plagiarism, and other forms of collusion that occur in courses and on campus.


Male student on laptop April 20

Five Steps to Improving Online Group Work Assignments

By:

Online Group Projects – Yikes! You can hear the moans and groans of students echoing through your computer monitors as you start the first week of your online course. The reasons for requiring a group project vary from one discipline to another, but there are educational and career motives for requiring group projects. Students will have an opportunity to develop team skills, improve communication skills, and leverage their own personal interests and experiences to contribute to a group project.


male student on campus April 17

Teaching College Students with Autism Spectrum Disorders

By:

An increasing number of individuals are being diagnosed with autism spectrum disorders (ASD), particularly the higher functioning form of autism previously known as Asperger’s disorder. Many of these individuals choose to attend college and it is no longer unusual to encounter them in your classes. Although they can be excellent students, those with ASD may come across as odd or eccentric with idiosyncratic behaviors and interests. This can make their presence in the classroom somewhat vexing for instructors who do not understand the challenges and strengths of these students.


ff-tp-blog April 15

Pedagogical Knowledge: Three Worlds Apart

By:

We know a lot about teaching and learning, but our knowledge is scattered across three separate domains.

Educational research
The first knowledge domain is centered on the world of educational research that’s been advancing what we know about teaching and learning for more than a hundred years. There’s hardly an educational issue that hasn’t been studied in education or its associated subfields, like educational psychology, adult learning, and higher education. On this large empirical foundation we could rest a more evidence-based instructional practice.


unsplash-laptop-writing 640 April 13

Save the Last Word for Me: Encouraging Students to Engage with Complex Reading and Each Other

By:

Online discussions are often implemented in college classes to allow students to express their understanding and perceptions about the assigned readings. This can be challenging when the reading is particularly complex, as students are typically reluctant to share their interpretations because they are not confident in their understanding. This can inhibit meaningful interactions with peers within an online discussion.


male professor April 10

How Teaching Can Inform Scholarship

By:

While college and university faculty are paid to teach, we are often hired because of our scholarship. We are evaluated in the hiring process by the strength of our publications and conference presentations. Therefore, it makes sense that most of us in academia allow scholarship to drive our teaching. Yet the need to focus on scholarship also results in a common complaint that teaching interferes with our time for research. I believe that if we creatively reconsider the relationship between teaching and scholarship we can improve both. I argue that teaching is an undervalued resource that can directly enhance our scholarship—and not just the scholarship of teaching and learning.


ff-tp-blog April 8

How Assignment Design Shapes Student Learning

By:

The design of assignments, that is, the actions required to complete them, shapes the learning that results. We know this, but do we make the most of what we know when we design and select assignments?

I’ll try to make the point with writing assignments. We have come a long ways since the days when term papers were the gold standard of writing assignments. Paper options now include authentic assignments that approximate professional writing tasks. The Writing-Across-the-Curriculum movement has introduced us to low-stakes writing activities from students jotting down a few ideas before they speak, to free writing that starts the flow of ideas, to journals that encourage personal connections with course materials. Technology adds still more assignment design options. Students can blog and respond to posts; they can write collaboratively on wikis and Google Docs. The options are many, but the features of each writing assignment directly shape the learning that results.