'Grading Motivates Learning' and Other Dead Ideas in Teaching

In her 2010 presidential address to the Midwest Sociological Society (a published version of the speech is referenced below), Diane Pike proposed three ideas about teaching that she says are dead. She borrows the concept of “dead ideas” from a book by Matt Miller, The Tyranny of Dead Ideas: Letting Go of the Old Ways of Thinking to Unleash New Prosperity (2009). Pike explains, “Ideas are dead because they are no longer correct, if they ever were. They are tyranny because we cling to them despite the evidence. Thus, we fail to act as we should.” (p. 2) Here are highlights from the three dead ideas Pike discusses in her speech.

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Understanding the Elements of an Inclusive Course Design

In an interview with The Teaching Professor, Christine Stanley, vice president and associate provost for diversity and professor of higher education administration at Texas A&M University, and Matt Ouellett, associate director of the Center for Teaching & Faculty Development at the University of Massachusetts Amherst, offered a brief overview of their approach to creating a learning environment that is welcoming to students of all backgrounds.

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McGraw-Hill Education Remote Proctoring Solution Offers Secure Assessment Experience for Online and Blended Courses

Exam halls at colleges and universities across the country have been going virtual thanks to the remote proctoring capabilities contained within McGraw-Hill Tegrity Campus. Today, McGraw-Hill Education launched McGraw-Hill Tegrity Remote Proctoring, a new service providing the growing number of schools offering online and blended courses with a quick path to securely and efficiently administer exams and other assessments over the Internet. Students enrolled in online or blended courses can now take exams from home or any Internet-enabled location, giving colleges and universities true "test anywhere" capabilities.

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Active Listening: Seven Ways to Help Students Listen, Not Just Hear

The title of Nadine Dolby’s recent piece in the Chronicle of Higher Education makes a great point about teaching that often goes unspoken: “There’s no learning when nobody’s listening.” It seems to me that most of us take this for granted. How many of us take steps to ensure our students are not only hearing the words uttered during our classes, but actually listening to them. Should we? And what might this entail?

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