Are you having trouble getting your online students to contribute equally to team projects? If so, perhaps you should try varying the membership of these teams because, according to a study by Brian Dineen (see reference below), doing so can reduce social loafing and improve online collaboration.
In this, the fourth article in a six-part series on building student engagement, I offer specific suggestions for what to do in the classroom get your students interested and excited about your course.
The accreditation review process may never be stress-free, but with proper preparation you can at least minimize the stress that so often accompanies it. So just how far ahead should you start preparing for your accreditation review?
In previous articles I’ve offered effective teaching strategies for building student engagement by setting the tone with the syllabus and first classes. Today we move to the general classroom atmosphere. The following suggestions will help you build an atmosphere of constant engagement, passion and learning.
If you were asked to describe community colleges, the word “entrepreneurial” probably wouldn’t be one of the first things to come to mind. That may be changing. As the traditional avenues for funding decrease and expenses increase, community colleges are turning to innovative fundraising strategies to support everything from student scholarships to program development.
From understanding course content to developing problem solving, teamwork, and communication skills, group work is an effective teaching strategy whose lessons may endure well beyond the end of a course. So why is it that so many students (and some faculty) hate it?
In yesterday’s post I provided tips on how to use the syllabus to build student engagement. In this article I offer some suggestions on how to get students involved in the first few classes to ensure a more engaging course throughout the semester.
In this, the first installment of a six-article series on building student engagement, I offer some suggestions on how to use the syllabus to help you set a tone of engagement and excellence right from the start.
Lately I’ve been wondering if there’s a set of initial assumptions made about teaching and learning that inhibit instructional growth and development. Here is list of a few of these assumptions, and why I think they make teaching excellence less attainable.
Transformative learning—learning that changes what students know, how much they know, and what they are able to do with that knowledge—can occur inside and outside the classroom and need not be restricted to any particular discipline.