Student in lecture hall January 30

Navigating Ethical Waters in the College Classroom

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Should teachers strike?
How should government balance privacy rights with national security?
Should companies value their shareholders over the environment?
How quickly should a software company fix a known bug?

Regardless of discipline, faculty are faced with ethical issues in our classes around a variety of sensitive topics, and students will question the ethics of certain practices or topics in our field. As trained academics, we are not always comfortable having discussions where there is no clear right or wrong answer or talking about ethical areas in which we do not feel we are experts. So, how do you respond to students who really want to know “the answer” to these types of questions?


Zen stones in water January 26

Classroom Practices that Support Introverts and Extroverts

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Are our classrooms designed for extroverts? Introverts? Both?

Do we value extroversion over introversion? Or vice versa?

Do we attempt to turn introverts into extroverts? Or vice versa?

Do my classroom practices create opportunities for all students to contribute to learning?

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peer learning January 25

The Benefits of Peer Learning

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Three articles in the February issue of the Teaching Professor newsletter deal with peer learning—a large category that includes activities through which students learn from and with each other. Peer learning gets troublesome for many faculty due to the idea that students are teaching each other. Isn’t that our job? Students aren’t paying all those tuition dollars to learn from other students and they aren’t shy about saying as much. Students are paying to be taught by experts. If we’re not the ones teaching, we sometimes feel guilty.


group work in college classroom January 23

Bridging the Gap between Pre-Work and In-Class Sessions in the Flipped Classroom

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One of the challenges of the flipped classroom is building meaningful connections between the pre-work and the in-class sessions. Opponents of the flipped classroom argue that information overload can easily occur in flipped classrooms (Benitez, 2014). Furthermore, while many instructors prefer to use short videos or online modules for the delivery of the pre-work, active learning strategies in the classroom need not be tech heavy. The greatest benefit to using the flipped classroom is the implementation of active learning strategies within the repurposed class time (Michael, 2006; Jensen et al., 2015). The techniques provided here can all be completed in your class with whiteboards, markers, and/or chart paper. In this article, I will share four different strategies that can help your students connect with your classroom pre-work, and embrace a constructivist approach that will help them apply their new knowledge.


student reading outside campus building January 19

An Assignment Strategy to Get Students to Come to Class Prepared

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Why do students come to class unprepared? Because teachers tend to lecture on the material, and students find it most efficient to let them lecture first and then read later. But if your students came to class prepared, would they acquire a deeper understanding of the material?

What I’ve heard for years from teachers is, “If I could only get my students to come prepared, then I could rock and roll in class.” But how do you get students prepared? Rather than finding a solution, this quandary typically comes down to a faculty member bemoaning the current state of students. But it is possible: you can get your students to come to class prepared.

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students in lecture hall January 18

Interleaving: An Evidence-Based Study Strategy

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Interleaving is not a well-known term among those who teach, and it’s not a moniker whose meaning can be surmised, but it’s a well-researched study strategy with positive effects on learning. Interleaving involves incorporating material from multiple class presentations, assigned readings, or problems in a single study session. It’s related to distributed practice—studying more often for shorter intervals (i.e., not cramming). But it is not the same thing. Typically, when students study and when teachers review, they go over what was most recently covered, or they deal with one kind of problem at a time.


Laptop and books on desk of classroom. January 16

Extending the Shelf-Life of Your Instructional Videos: Six Common Pitfalls to Avoid

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When instructional video is produced thoughtfully and used to promote active engagement, it can improve student motivation, learning, and performance, make content more memorable, and bring highly visual material to life (Ljubojevic et al, 2014; Zhang et al, 2006; Hegeman, 2015; Hsin & Cigas, 2013; Merkt et al, 2011; Kay, 2012; Schwan & Riempp, 2014; Routt et al, 2015; Jarvis & Dickie, 2009).

Video has other benefits as well. It allows students to watch lectures at their own pace, rewinding and re-watching as needed. It lets instructors assign lectures as homework, opening up class time for interaction. And it can reduce the total time faculty need to spend preparing and delivering the same material for different semesters or audiences. Once you’ve recorded a video, you can–theoretically–use it again and again.


teaching large classes January 14

Creating a Curriculum Map for Survey Courses

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Introductory survey courses offer an overview of a broad topic or field of knowledge. They form the backbone of undergraduate education at most colleges and universities, and they also serve as the foundation courses for their disciplines.

An introductory survey course may be the only college-level course that non-majors take in the field, as well as the courses on which potential majors may base their decision of whether they will choose to major in that field. Despite their critical role in the higher education landscape, introductory survey courses are notorious for low rates of student achievement and satisfaction.

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Online student working on computer January 13

How to Make Online Group Projects More Effective

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When we look at the value of collaborative group work, the research is clear: group work is beneficial to learning. It improves retention, critical thinking, persistence, motivation, satisfaction, engagement, time on-task, and the list goes on and on.

Now, these benefits are not unique to the online classroom. Collaborative group work is valuable whether you’re sitting in a face-to-face classroom or in an online classroom. But it’s important to remember that some of these benefits are uniquely suited for the online classroom.

Think for a minute about students in an online course. Most of them are sitting at home, maybe at work. They’re alone at a computer. It’s just them and the monitor. It’s not the most engaging atmosphere.

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January 12

Call for Proposals: 2017 Leadership in Higher Education Conference

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If you serve in a leadership role on campus, here’s your chance to get involved in a conference developed just for academic leaders.

Brought to you by Magna Publications, producers of Academic Leader newsletter and the Teaching Professor Conference, the Leadership in Higher Education Conference is accepting speaking proposals for its 2nd annual conference, Oct. 19–21 in Baltimore.