students taking test August 30, 2017

A Challenge to Current Grading Practices

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There’s a lot to be gained from considering ideas and arguments at odds with current practice. In higher education, many instructional practices are accepted and replicated with little thought. Fortunately, there are a few scholars who keep asking tough questions and challenging conventional thinking. Australian D. Royce Sadler is one of them. His views on feedback and assessment are at odds with the mainstream, but his scholarship is impeccable, well-researched, and logically coherent. His ideas merit our attention, make for rich discussion, and should motivate us to delve into the assumptions that ground current policies and practices.


studying in the library August 28, 2017

Questioning the Two-Hour Rule for Studying

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Faculty often tell students to study two hours for every credit hour. Where and when did this rule of thumb originate? I’ve been unable to track down its genesis. I suspect it started around 1909, when the Carnegie Unit (CU) was accepted as the standard measure of class time. [See Heffernan (1973) and Shedd (2003) for thorough histories of the credit hour.] The U.S. Department of Education defines the credit hour as “One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester…” The expectation was the norm when I was in college in the 1980s and more seasoned professors indicate it was expected in the 1970s too.





student recording video August 18, 2017

Students Recoup Exam Points by Creating a Video on Items Missed

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I teach a Comprehensive Review course, the final course for Family Nurse Practitioner students in an online program.  My focus is to prepare students for the certification boards and ultimately, clinical practice. Recently, when I was reviewing an exam with a student, I thought about how she was exposed to the content twice during the course: in lecture format and then again, (hopefully), by her preceptor during clinical rotation. This exposure doesn’t count the additional interactions with the content as she studied for exams. As we were going over the information once more, I heard myself telling her that “It’s not about the grade, it’s about really learning this information for the boards and, even more importantly, for patient care.”



close up on keyboard August 14, 2017

Engaging Students in Online Courses: Adding Experiential to Asynchrony

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Teaching online is a unique experience for faculty and students. Although I love the online environment for some courses, it does present its own challenges. One of those challenges is how to engage online students in activities that push them to go beyond simply reading, interpreting, and interacting. After all, the idea (in most cases) is that the student can apply their learning, knowledge, and skills in their respective fields of study. As such, we are constantly seeking ways to engage students in learning that goes beyond the “click-through” material.

In this article, I share a few ideas—starting with the simplest and working through some more complicated endeavors—that may assist you in bringing more engagement to your online classroom.


faculty mentoring August 11, 2017

Creating an Effective Faculty Mentoring Program

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Recruiting and hiring new faculty is time intensive and expensive. Despite the difficulties, hiring decisions are clearly among the most important that academic administrators ever make. The success of college programs and universities is directly correlated with hiring the right people and then providing them with the essential resources to succeed and excel in their work.


class discussion August 9, 2017

How Good Are Your Discussion Facilitation Skills?

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Successfully leading and guiding student discussions requires a range of fairly sophisticated communication skills. At the same time teachers are monitoring what’s being said about the content, they must keep track of the discussion itself. Is it on topic? How many students want to speak? Who’s already spoken and wants to speak again? How many aren’t listening? Is it time to move to a different topic? What’s the thinking behind that student question? How might the discussion be wrapped up?