Students working in library with professor February 29, 2016

Between the Lines of Our Pedagogy

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Our teaching persona is expressed in how we go about shaping the learning environment. A purposeful integration of our teaching persona helps link students with content in subtle ways. This matters because we’re after an expression of teaching persona that plays a constructive role in creating a learning environment where learners thrive and teachers flourish.



erasing test answers February 22, 2016

Three Guidelines and Two Workarounds for Tackling Makeup Exam Policies

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Are you one of the many instructors who loathe makeup exam requests? Makeup exams often create more work and can put us in the awkward position of judging the truthfulness of our students’ excuses. Although we can’t avoid makeup requests entirely, we can better prepare ourselves and our students by having a transparent and fair makeup exam policy. When designing your policy, always ask yourself: Does the policy allow students to learn what you want them to learn in your course?


exam review session February 19, 2016

Helping Students Memorize: Tips from Cognitive Science

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I was wrapping up a presentation on memory and learning when a colleague asked, “How do we help students learn in courses where there’s a lot of memorization?” He explained that he taught introductory-level human anatomy, and although the course wasn’t all memorization, it did challenge students’ capacity to retain dozens of new terms and concepts.


professor in lecture hall February 17, 2016

Weighing the Evidence of New Instructional Policies, Practices, and Behaviors

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During a conversation about evidence-based teaching, a faculty member piped up with some enthusiasm and just a bit of pride, “I’m using an evidence-based strategy.” He described a rather unique testing structure and concluded, “There’s a study that found it significantly raised exam scores.” He shared the reference with me afterward and it’s a solid study—not exceptional, but good.





tablet screen February 9, 2016

Babson Study: Distance Education Enrollment Growth Continues

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The 2015 Survey of Online Learning conducted by the Babson Survey Research Group in partnership with the Online Learning Consortium (OLC), Pearson, WCET, StudyPortals, and Tyton Partners, reveals the number of higher education students taking at least one distance education course in 2015 is up 3.9% over the previous year. Growth, however, was uneven; private non-profit institutions grew by 11.3% while private for-profit institutions saw their distance enrollments decline by 2.8%. These and other findings were published today in a report titled, “Online Report Card: Tracking Online Education in the United States.”