Maryellen Weimer, PhD, Author at Faculty Focus | Higher Ed Teaching & Learning
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Author Archive » Maryellen Weimer, PhD


  • The Hardest Students to Teach April 25
  • An Innovative Postexam Review Activity April 18
  • Activities that Promote Awareness of What Is and Isn’t Cheating April 11
  • Fact Sheet on Cheating in College April 5
  • Course Workload: What Influences Student Perceptions? April 4
  • What SoTL Research Does and Doesn’t Give Us March 27
  • Those Indispensable Colleagues March 20
  • Students as a Forgotten Ally in Preventing Cheating March 13
  • Confronting the Myth of Multitasking: A Collection of Tools and Resources March 6
  • Cell Phone Policies: A Review of Where Faculty Stand March 6
  • Making Multiple-Choice Exams Better March 2
  • Deeper Thinking about Active Learning February 28
  • Multiple-Choice Tests: Revisiting the Pros and Cons February 21
  • Is My Teaching Learner-Centered? February 14
  • A Collaborative Midterm Student Evaluation February 8
  • Save Time and Promote Learning? Yes, You Can! February 7
  • Can Anything be Done about Students Multitasking? January 31
  • Examining Our Course Policies January 24
  • A Memo to Students on Cheating January 17
  • ‘That’s So Unfair!’ January 15
  • Student Views of the Student Evaluation Processes January 12
  • As You’re Preparing the Syllabus . . . January 10
  • Priceless Gift Exchanges between Faculty and Students December 13, 2017
  • Tulips, Tinfoil, and Teaching December 6, 2017
  • Benefits of Giving Students Choices November 29, 2017
  • Examining the Unexamined: Why Do Students Procrastinate? November 15, 2017
  • What Do Students Do When They Study? November 13, 2017
  • Questions for Bringing Your Instructional Practices into Focus November 10, 2017
  • What about Teacher Entitlement? November 8, 2017
  • ‘Prof, I Need an Extension …’ November 3, 2017
  • Could Your Assignments Use a Tune-Up? November 1, 2017
  • Helping Students Recognize Quality Work, Fix What Isn’t Good October 25, 2017
  • How Should We Respond to Student Entitlement? October 18, 2017
  • Scenarios to Facilitate Discussion on Student Entitlement October 18, 2017
  • Peer Assessment: Benefits of Group Work October 12, 2017
  • Designing Developmentally: Simple Strategies to Get Students Thinking October 11, 2017
  • Student Entitlement: Key Questions and Short Answers October 4, 2017
  • Examining the Helicopter Professor Label September 27, 2017
  • How Should I Study for the Exam? September 20, 2017
  • How to Make our Conversations about Teaching More Productive September 13, 2017
  • Reflections on Learning: Giving Students Assignments They Hate September 13, 2017
  • Getting Students to Take Responsibility for Learning September 6, 2017
  • Ways to Promote Student Responsibility for Learning September 6, 2017
  • A Challenge to Current Grading Practices August 30, 2017
  • A Memo to My Students as the New Semester Begins August 23, 2017
  • Teacher Characteristics and Behaviors that Make a Difference August 16, 2017
  • How Good Are Your Discussion Facilitation Skills? August 9, 2017
  • The Importance of Learning Students’ Names August 2, 2017
  • Facilitating Discussion: Five Factors that Boost Student Engagement July 27, 2017
  • Four Student Misconceptions about Learning July 26, 2017
  • First Day of Class Activities that Create a Climate for Learning July 19, 2017
  • Class Participation: What Behaviors Count? July 13, 2017
  • Group Exams and Quizzes: Design Options to Consider July 12, 2017
  • My Students Don’t Like Group Work July 12, 2017
  • But Does It Work in the Classroom? July 7, 2017
  • Four Things to Do on the First Day of Class July 5, 2017
  • How Students Perceive Feedback June 30, 2017
  • Contradictions in How We Think about Teaching June 28, 2017
  • Teaching Students Specific Skills June 21, 2017
  • Does the Strategy Work? A Look at Exam Wrappers June 14, 2017
  • Classroom Discussions: How to Apply the Right Amount of Structure June 7, 2017
  • Too Much Jargon: A Barrier to Learning? June 2, 2017
  • Reading Assignments, Activities, and Approaches to Promote Learning June 1, 2017
  • Going Beyond the Spoon-feeding Metaphor May 31, 2017
  • Peer Review Strategies that Keep the Focus on Better Teaching May 24, 2017
  • Taking Time to Refresh, Recharge, and Recommit May 17, 2017
  • Student Rights and the Role of Faculty May 10, 2017
  • Questions to Ask When Students Won’t Participate May 9, 2017
  • Ten Study Strategies for Students and Their Teachers May 5, 2017
  • Point-Based Grading Systems: Benefits and Liabilities May 3, 2017
  • Why Students Resist Active Learning May 2, 2017
  • Helping Students Discover What They Can Do April 26, 2017
  • Building Rapport: Moving Beyond Teacher Characteristics to Actions that Promote Learning April 19, 2017
  • Principles for the Professional Growth of Teaching: A Collection of Resources April 18, 2017
  • The Three Worst Teaching Mistakes April 18, 2017
  • Five Ways to Get Students Thinking about Learning, Not Grades April 12, 2017
  • Participation Policy Examples April 6, 2017
  • Student-Led Advice on How to Study April 6, 2017
  • Understanding Our Strengths and Weaknesses as Teachers April 5, 2017
  • Principles that Help Make Online Courses Successful April 4, 2017
  • Creating a Climate for Learning: A Survey for Students and Teachers April 3, 2017
  • Study Guides and Study Groups April 1, 2017
  • What Happens in a Course is a Shared Responsibility March 29, 2017
  • Learning Outside Your Comfort Zone March 22, 2017
  • A Study-for-an-Exam Assignment March 21, 2017
  • Mid-Career Faculty: 5 Great Things About Those Long Years in the Middle March 15, 2017
  • Reduce Online Course Anxiety with a Check-in Quiz March 10, 2017
  • Five Types of Student Questions and Sample Responses March 9, 2017
  • What Can We Learn from End-of-Course Evaluations? March 8, 2017
  • Conducting In-Class Reviews Effectively March 5, 2017
  • A Handout for Students on Note-taking March 2, 2017
  • Waking up to Tired Teaching March 1, 2017
  • When the Teacher Becomes the Student February 22, 2017
  • Timeless Quotes for Teaching and Learning Inspiration February 15, 2017
  • When Others in the Group Seem Smarter Than You February 10, 2017
  • More on Evidence-Based Teaching February 8, 2017
  • Questions That Promote Student Engagement February 6, 2017
  • Do Quizzes Improve Student Learning? A Look at the Evidence February 1, 2017
  • The Benefits of Peer Learning January 25, 2017
  • Interleaving: An Evidence-Based Study Strategy January 18, 2017
  • How Do You Study? A Questionnaire for Students January 12, 2017
  • Collaboration or Cheating: What Are the Distinctions? January 11, 2017
  • Learning More about Student Participation January 10, 2017
  • Compulsory Attendance Policies: An Interesting Finding January 3, 2017
  • A Season for Silence December 14, 2016
  • A Memo to Students about Studying for Finals December 7, 2016
  • Extra Credit Options to Promote Learning December 1, 2016
  • Strategies That Increase the Number of Students Who Participate in Class December 1, 2016
  • Multi-tasking Compromises Learning: A Sampling of the Evidence December 1, 2016
  • What Are We Communicating to Students When We Write? November 30, 2016
  • Ugly Consequences of Complaining about ‘Students These Days’ November 16, 2016
  • Courses That Are Hard, but Not Too Hard: Finding the Sweet Spot November 9, 2016
  • Humor in the Classroom November 2, 2016
  • Finding Signs of Progress When Learning is Slow October 26, 2016
  • Getting More out of Exam Debriefs October 19, 2016
  • Are We Afraid to Let Students Make Mistakes? October 12, 2016
  • Why We Teach October 5, 2016
  • The Questions We Should Be Asking Our Students September 28, 2016
  • What Happens When Students Study Together? September 21, 2016
  • A Dose of Reality for First-Year Students and How We Can Help September 14, 2016
  • Note-Taking Strategies to Improve Learning September 7, 2016
  • Word Choice: What You Call It Matters to Teaching and Learning August 31, 2016
  • Is It Time to Rethink Our Exams? August 24, 2016
  • A Memo to My Students
    Re: College and the Real World
    August 17, 2016
  • Trying Something New? Seven Things that Boost Success Rates August 10, 2016
  • Classroom Spaces Where Great and Magical Things Can Happen August 3, 2016
  • Six Things Faculty Can Do to Promote Student Engagement June 29, 2016
  • What Does Student Engagement Look Like? June 22, 2016
  • Benefits of Talking with Students about Mid-Course Evaluations June 15, 2016
  • Are We Too Preoccupied with Teaching Techniques? June 8, 2016
  • Six Ways to Improve Your Department’s Teaching Climate June 1, 2016
  • The Syllabus: Indicator of Instructional Intentions May 25, 2016
  • Course Evaluations: How Can Should We Improve Response Rates? May 18, 2016
  • How Teaching is Like Composting May 11, 2016
  • Personal Narratives: Perfect for Summer Reading May 4, 2016
  • Test Anxiety: Causes and Remedies April 27, 2016
  • Active Learning: Surmounting the Challenges in a Large Class April 22, 2016
  • What We Learn from Each Other April 20, 2016
  • The Last Class Session: How to Make It Count April 13, 2016
  • Examining a Teaching Life April 6, 2016
  • A Blog Assignment with Results April 1, 2016
  • Five Types of Quizzes That Deepen Engagement with Course Content March 30, 2016
  • Take Advantage of Opportunities to Sustain Your Instructional Vitality March 25, 2016
  • You’re Going to Want to Write This Down March 23, 2016
  • It’s Not About Hard or Easy Courses March 16, 2016
  • Active Learning: In Need of Deeper Exploration March 9, 2016
  • Clear Criteria: A Good Way to Improve Participation March 2, 2016
  • Wheelchair Ramps and Extra Time for Learning February 24, 2016
  • Weighing the Evidence of New Instructional Policies, Practices, and Behaviors February 17, 2016
  • Things I Wish My Department Chair Would Say about Teaching February 10, 2016
  • Why Are We So Slow to Change the Way We Teach? February 3, 2016
  • Five Ways to Improve Exam Review Sessions January 27, 2016
  • Broadening Pedagogical Knowledge by Learning from Other Disciplines January 20, 2016
  • Becoming a Better Teacher: Articles for New and Not-So-New Faculty January 13, 2016
  • Working to Make a Difference December 16, 2015
  • Influencing How Students Discuss Content December 9, 2015
  • Self-Directed Learning: Antecedents and Outcomes December 3, 2015
  • Evidence of Evidence-Based Teaching December 2, 2015
  • Rejuvenating Experiences: Tales of an Unlikely Classroom Collaboration November 20, 2015
  • Are We Clear? Tips for Crafting Better Explanations November 18, 2015
  • Examining the Benefits of Cumulative Tests and Finals November 13, 2015
  • Caring About Students Matters November 11, 2015
  • Do Online Students Cheat More on Tests? November 6, 2015
  • Step Away from the Lectern November 4, 2015
  • Peer Assessment that Improves Performance in Groups October 29, 2015
  • What’s a Good Faith Effort? October 28, 2015
  • Thinking about Teaching and Learning October 21, 2015
  • Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement? October 20, 2015
  • How Concerned Should We Be About Cell Phones in Class? October 14, 2015
  • Student-Written Exams Increase Student Involvement October 8, 2015
  • Teaching Concerns of New (and Not So New?) Teachers October 7, 2015
  • Provide ‘Feedforward’ with Exemplars October 1, 2015
  • Nine Ways to Improve Class Discussions September 30, 2015
  • Expectations, Underestimations, and Realities September 23, 2015
  • Advantages and Disadvantages of Different Types of Test Questions September 22, 2015
  • The Names We Give to Our Instructional Strategies September 18, 2015
  • Student Ratings—Reminders and Suggestions September 16, 2015
  • Exploring the Advantages of Rubrics September 9, 2015
  • Four Key Questions About Large Classes September 2, 2015
  • Using Grading Policies to Promote Learning August 26, 2015
  • An Interesting Group Testing Option August 21, 2015
  • The First Day of Class: A Once-a-Semester Opportunity August 19, 2015
  • How Do You Learn? August 12, 2015
  • What Kind of Feedback Helps Students Who Are Doing Poorly? August 5, 2015
  • Cooperative Learning Structures and Deep Learning July 17, 2015
  • Getting Students to Do the Reading June 26, 2015
  • The Power of Language to Influence Thought and Action June 24, 2015
  • What Is Teaching without Learning? June 17, 2015
  • Can We Teach Students How to Pay Attention? June 10, 2015
  • More Evidence That Active Learning Trumps Lecturing June 3, 2015
  • Taking Risks in Your Teaching May 29, 2015
  • Let Students Summarize the Previous Lesson May 20, 2015
  • Developing a Teaching Persona May 13, 2015
  • Lost in a Sea of Yellow: Teaching Students a Better Way to Highlight May 6, 2015
  • Faculty Mentoring Faculty: Relationships that Work April 29, 2015
  • Helping Students Who Are Performing Poorly April 24, 2015
  • Promoting Academic Integrity: Are We Doing Enough? April 22, 2015
  • Pedagogical Knowledge: Three Worlds Apart April 15, 2015
  • How Assignment Design Shapes Student Learning April 8, 2015
  • What We Have and Haven’t Learned April 1, 2015
  • Teachers, Students and the Classroom Tango March 25, 2015
  • Using Cumulative Exams to Help Students Revisit, Review, and Retain Course Content March 18, 2015
  • Three Questions to Reframe the Online Learning Conversation March 11, 2015
  • Different Types of Group Work: Clearing up the Confusion March 4, 2015
  • The Power of Teachers’ Questions Lies in Their Ability to Generate Students’ Questions February 27, 2015
  • Use Team Charters to Improve Group Assignments February 26, 2015
  • Cohort Groups Can Present Special Challenges February 25, 2015
  • Why Students Should Be Taking Notes February 20, 2015
  • Office Hours Redux February 18, 2015
  • Office Hours Alternative Resonates with Students February 17, 2015
  • Don’t Assume Difficult Question Automatically Lead to Higher-Order Thinking February 13, 2015
  • Our Ongoing Quest to Improve Student Learning: High Standards and Realistic Expectations February 11, 2015
  • Group Work: What Do Students Want from Their Teammates? February 4, 2015
  • Giving and Receiving Instructional Advice February 3, 2015
  • How to Help Students Improve Their Note-Taking Skills January 30, 2015
  • Finding a Place for Creative Assignments in Your Course January 29, 2015
  • First Exam of the Semester: A Wake-up Call for Students January 28, 2015
  • It’s Not Too Early to Begin Preparing Students for Cumulative Finals January 23, 2015
  • Why Students Don’t Attend Office Hours January 21, 2015
  • Keeping Students on Board with Concept Maps January 20, 2015
  • Effective Ways to Structure Discussion January 14, 2015
  • Plagiarism: An Interesting Disconnect between Students' Thoughts and Actions January 13, 2015
  • A "Best of" List that Celebrates the Scholarship of Teaching & Learning January 7, 2015
  • Our Weekly Conversation about Teaching and Learning December 15, 2014
  • Developing Students’ Self-Assessment Skills December 10, 2014
  • Why We Believe in Our Students, a Timely Reminder December 3, 2014
  • Teaching Practices Inventory Provides Tool to Help You Examine Your Teaching November 19, 2014
  • Prompts to Help Students Reflect on How They Approach Learning November 12, 2014
  • Threshold Concepts: Portals to New Ways of Thinking November 7, 2014
  • What Can We Learn from Accidental Learning? November 5, 2014
  • A Few Concerns about the Rush to Flip October 29, 2014
  • Lecture Continues as the Dominant Instructional Strategy, Study Finds October 28, 2014
  • Texting in Class: Extent, Attitudes, Other Interesting Information October 24, 2014
  • The Relationship between Participation and Discussion October 22, 2014
  • Could We Be Doing Better with Our Assignments? October 15, 2014
  • Is It Time to Rethink How We Grade Participation? October 8, 2014
  • When Should We Lecture? October 1, 2014
  • Group Work Challenge: Assessing Team Members September 26, 2014
  • Diversifying the Role Course Content Plays September 24, 2014
  • Does Discussion Make a Difference? September 19, 2014
  • When to Use Whole Class Feedback September 17, 2014
  • 10 Recommendations for Improving Group Work September 12, 2014
  • “She Didn’t Teach. We Had to Learn it Ourselves.” September 10, 2014
  • Those Magical and Mysterious Learning Moments September 3, 2014
  • Reality Check: Helping to Manage Student Expectations August 20, 2014
  • Motivating Students: Should Effort Count? August 13, 2014
  • Four Key Questions about Grading August 6, 2014
  • Feeling Unable to Learn July 30, 2014
  • Designing Developmentally Appropriate Writing Assignments July 11, 2014
  • Creating a Respectful Classroom Environment July 2, 2014
  • What’s Your Relationship with Your Textbook? June 25, 2014
  • An Effective Learning Environment is a Shared Responsibility June 18, 2014
  • Playing with Questions June 11, 2014
  • “I Tried It and It Didn’t Work!” June 4, 2014
  • The Art of Asking Questions May 28, 2014
  • Making the Most of Professional Development Days May 21, 2014
  • Teaching Introductory Courses: What Is the Public Face of Your Field? May 15, 2014
  • Is Rereading the Material a Good Study Strategy? May 14, 2014
  • Teaching Encounter Provides an Up-Close Look at Learning Something New May 7, 2014
  • Teaching Effectiveness: The Definitions of Teachers and Students May 1, 2014
  • What’s the Story on Learning Styles? April 30, 2014
  • Class Discussion Challenge: Getting Students to Listen and Respond to Each Other’s Comments April 23, 2014
  • What’s an Empowered Student? April 16, 2014
  • Do Cumulative Exams Motivate Students? April 10, 2014
  • Creating Learning Environments that Help Students Stretch and Grow as Learners April 9, 2014
  • Taking a Look at the Effective Lifelong Learning Inventory April 2, 2014
  • What’s Your Learning Philosophy? March 26, 2014
  • Four Lessons about Learning Discovered on a Chairlift March 19, 2014
  • A Lone Wolf’s Approach to Group Work March 12, 2014
  • Learning from Our Teaching Mistakes March 11, 2014
  • Tips for Writing Good Multiple-Choice Questions March 5, 2014
  • Discussion Made a Difference in Student Learning March 4, 2014
  • Does It Matter How Students Feel about a Course? February 28, 2014
  • Examining Your Multiple-Choice Questions February 26, 2014
  • Adding Choice to Assignment Options: A Few Course Design Considerations February 20, 2014
  • The Emotions That Fuel Our Teaching February 19, 2014
  • Peer Learning: An Update February 13, 2014
  • The Teaching-Learning Synergy February 12, 2014
  • Thinking of Collaborative Teaching? A Few Things to Consider February 7, 2014
  • A Follow-up to the Group Testing Article February 5, 2014
  • Students and Attention: An Interesting Analysis January 23, 2014
  • Seven Characteristics of Good Learners January 22, 2014
  • Group Testing-taking Options to Consider January 15, 2014
  • Why Don’t Students Use Teacher Feedback to Improve? January 14, 2014
  • What Components Make Group Work Successful? January 9, 2014
  • The Age of Distraction: Getting Students to Put Away Their Phones and Focus on Learning January 8, 2014
  • A Quiz Design that Motivates Students December 19, 2013
  • Why I Blog December 18, 2013
  • The Trouble with Consistency in Instructional Practices and Policies December 11, 2013
  • Three Ways to Help Students Become More Metacognitively Aware December 10, 2013
  • What Kind of Career Advice Should We Give Our Students? December 4, 2013
  • Students, Studying, and Multiple-Choice Questions November 22, 2013
  • Tips for Developing Students’ Note-taking Skills November 20, 2013
  • Two Activities that Influence the Climate for Learning November 13, 2013
  • Course Satisfaction for Adult Students November 7, 2013
  • Better Questions are the Answer November 6, 2013
  • You Got Students Talking about Their Experiences, Now What? October 30, 2013
  • Grading Participation: An Alternative to Talking for Points October 23, 2013
  • New Evidence on Cooperative Learning October 22, 2013
  • Learning from Experience: Why Personal Narratives Can Be Scholarly October 16, 2013
  • Do Students Work Less in Courses Offered in Compressed Time Frames? October 11, 2013
  • Unraveling the Messages Our Behaviors Send to Students October 9, 2013
  • An Intriguing Participation Policy October 2, 2013
  • Structuring Discussions: Online and Face-to-Face September 25, 2013
  • Encouraging Student Participation: Why It Pays to Sweat the Small Stuff September 18, 2013
  • Are Student-Professor Relationships More Important in Hard Courses? September 12, 2013
  • The Interaction Between Content, Character, and Teaching Style September 11, 2013
  • Fostering the Reciprocity of Learning September 4, 2013
  • Prompts That Get Students to Analyze, Reflect, Relate, and Question August 28, 2013
  • Five Things to Do on the First Day of Class August 21, 2013
  • How We Learn and How We Teach August 14, 2013
  • Helping Students Learn to be Professional August 7, 2013
  • Using a Blog to Enhance Student Participation August 2, 2013
  • Better Group Work Experiences Begin with How the Groups Are Formed July 31, 2013
  • Choosing and Using Textbooks July 24, 2013
  • Learning with Students vs. Doing for Students July 10, 2013
  • Dead Ideas That Limit Teaching and Learning June 26, 2013
  • Inquiry-Based Approaches: What Do Students Think? June 25, 2013
  • When Teaching Large Classes, Think Like a Tutor June 21, 2013
  • Defining and Promoting Teamwork in the Classroom June 19, 2013
  • Reflections on Teaching: Learning from Our Stories June 12, 2013
  • Becoming a Better Teacher: Principles That Make Improvement a Positive Process June 6, 2013
  • Questions about All Those Questions Teachers Ask June 5, 2013
  • Course Redesign Finds Right Blend of Content Delivery and Active Learning June 4, 2013
  • Understanding the Role of Intuition in Teaching May 29, 2013
  • How to Get Better Feedback from Students May 22, 2013
  • Student Motivation: It’s More Complicated Than We Think May 17, 2013
  • Learner-Centered Teaching: Good Places to Begin May 15, 2013
  • Exams: Maximizing Their Learning Potential May 10, 2013
  • Helping Students Understand the Benefits of Study Groups May 8, 2013
  • Assessing Critical Thinking Skills May 3, 2013
  • It’s Time to Face What Isn’t Working in Our Courses and Find Out Why May 1, 2013
  • Millennial Students Aren’t All the Same April 30, 2013
  • Tough Questions on Texting in the Classroom April 24, 2013
  • Exploring the Impact of Institutional Policies on Teaching April 19, 2013
  • Helping Students Discuss Technical Content April 17, 2013
  • Moving up Bloom’s Taxonomy in an Introductory Course: What’s Being Done April 12, 2013
  • Facilitating Effective Classroom Discussion, the Devil is in the Details April 10, 2013
  • Active Learning: Changed Attitudes and Improved Performance April 9, 2013
  • What Group Dynamics Can Teach Us about Classroom Learning April 5, 2013
  • ‘What Works’ in the Messy Landscape of Teaching and Learning April 4, 2013
  • Course Evaluations: Helping Students Reflect on Their Feedback April 3, 2013
  • How to Handle Student Excuses March 28, 2013
  • Student Persistence in Online Courses: Understanding the Key Factors March 27, 2013
  • Why Doesn’t Teacher Feedback Improve Student Performance? March 26, 2013
  • Five Things Students Can Learn through Group Work March 20, 2013
  • When a Student’s Comment Feels Like a Personal Attack March 13, 2013
  • The ‘I Deserve a Better Grade on This’ Conversation March 12, 2013
  • Classroom Management: Finding the Balance Between Too Rigid and Too Flexible March 8, 2013
  • What Types of Writing Assignments Are in Your Syllabus? March 6, 2013
  • Test Review Sessions: A Better Design March 5, 2013
  • The Effects of Collaborative Testing March 1, 2013
  • Crib Sheets Help Students Prioritize and Organize Course Content February 27, 2013
  • Using Reading Groups to Get Students Reading February 26, 2013
  • Student Presentations: Do They Benefit Those Who Listen? February 21, 2013
  • Improving Teaching One Class at a Time February 20, 2013
  • Should You Be Using Rubrics? February 14, 2013
  • Student Comments: Moving from Participation to Contribution February 13, 2013
  • Defining Teaching Effectiveness February 6, 2013
  • Humor in the Classroom: 40 Years of Research February 1, 2013
  • Capstone Courses Vary in Terms of Goals, Objectives, Structures and Assignments January 31, 2013
  • Helping Students Discover the Value of a Good Set of Notes January 30, 2013
  • Six Steps to Making Positive Changes in Your Teaching January 23, 2013
  • Online Homework Systems Can Boost Student Achievement January 22, 2013
  • The Assessment Movement: Revisiting Faculty Resistance January 18, 2013
  • Teacher-Centered, Learner-Centered or All of the Above January 16, 2013
  • Students Place a Premium on Faculty Who Show They Care January 11, 2013
  • Critical Thinking: Definitions and Assessments January 3, 2013
  • Assignments That Promote Critical Thinking December 14, 2012
  • When the Semester Ends, It Isn’t Really Over December 10, 2012
  • Designing Assignments that Accomplish Course Goals December 5, 2012
  • Strategies for Writing Better Teaching Philosophy Statements December 4, 2012
  • End-of-Course Evaluations: Making Sense of Student Comments November 28, 2012
  • Deep Learning vs. Surface Learning: Getting Students to Understand the Difference November 19, 2012
  • Getting Answer-Oriented Students to Focus on the Questions November 14, 2012
  • A New Way to Help Students Learn Course Vocabulary November 13, 2012
  • Six Paths to More Authentic Teaching November 8, 2012
  • Why is it Difficult for Students to Learn the Content in Your Field? November 7, 2012
  • Informal Writing Assignments: Promoting Learning Through Writing November 6, 2012
  • Should Student Effort Count? November 1, 2012
  • Teaching Metacognition to Improve Student Learning October 31, 2012
  • Targeted Skill Development: Building Blocks to Better Learning October 22, 2012
  • What Types of Students Participate in End-of-Course Ratings? October 19, 2012
  • A Couple of Great Strategies to Improve Student Reading October 17, 2012
  • Do Students Like Your Communication Style? October 12, 2012
  • Peer Assessment is Not an Elixir for All Group Work Challenges October 10, 2012
  • 'Grading Motivates Learning' and Other Dead Ideas in Teaching October 4, 2012
  • When Teaching Grows Tired: A Wake-up Call for Faculty October 3, 2012
  • An Approach that Decreases Failure Rates in Introductory Courses September 28, 2012
  • Students Think They Can Multitask. Here’s Proof They Can’t. September 26, 2012
  • Cultivating Curiosity in Our Students as a Catalyst for Learning September 19, 2012
  • Advice to New Teachers and New Students: Learning is a Quest September 12, 2012
  • How Accurately Do Students Track Their Participation? September 4, 2012
  • Students and Reading: Round Two August 29, 2012
  • What Did We Learn about PowerPoint and Student Learning? August 22, 2012
  • Do Attendance Policies Influence Student Learning? August 21, 2012
  • An Assignment that Prevents Plagiarism August 16, 2012
  • Learning Isn’t Always Painless August 13, 2012
  • The Elusive Benefits of Study Groups August 9, 2012
  • Five Characteristics of Learner-Centered Teaching August 8, 2012
  • Does PowerPoint Help or Hinder Learning? August 1, 2012
  • 10 Ways to Promote Student Engagement July 26, 2012
  • An Exemplar of Pedagogical Scholarship Takes on Student Reading July 25, 2012
  • Makeup Exams: Seeking Answers in a Sea of Student Excuses July 24, 2012
  • Do Your Students Understand the Material, or Just Memorize and Forget? July 18, 2012
  • Using a Capstone Course to Assess Learning July 17, 2012
  • A Failure to Communicate July 11, 2012
  • Noncontributing Members in Small Groups: An Important Distinction July 10, 2012
  • Three Ways to Ask Better Questions in the Classroom June 27, 2012
  • Four Levels of Student Reflection June 26, 2012
  • Five Reasons Getting Students to Talk is Worth the Effort June 20, 2012
  • Helping Students Write Better Lab Reports June 19, 2012
  • Students as Formative Assessment Partners June 15, 2012
  • Faculty Say Grade Inflation is a Problem, but Not in Their Classroom June 13, 2012
  • Winning Article of the Scholarly Work on Teaching and Learning Award Takes on “Content Coverage” June 6, 2012
  • A Google Jockey Helps Get Students Engaged June 5, 2012
  • Shining a Light on Your Assignments May 23, 2012
  • Giving Student Choices on How Assignments Are Weighted May 16, 2012
  • An Interesting Group Work Model May 11, 2012
  • Failure and Learning May 10, 2012
  • Enough Time to Make a Difference in Students’ Lives May 9, 2012
  • A Graphic Syllabus Can Bring Clarity to Course Structure May 2, 2012
  • Word of Mouth Pedagogy: Our Oral Tradition of Sharing Ideas with Colleagues April 27, 2012
  • A Faster, More Efficient Way to Grade Papers April 26, 2012
  • Teaching with Confidence: Advice for New Faculty April 18, 2012
  • Should Effort Count? Students Certainly Think So April 11, 2012
  • Cultivating More Autonomous, Motivated Learners April 4, 2012
  • Active-Learning Ideas for Large Classes: Simple to Complex April 3, 2012
  • Students on Incivility in the Classroom March 29, 2012
  • What’s Wrong with Teaching Awards March 28, 2012
  • Five Key Principles of Active Learning March 27, 2012
  • Thinking Developmentally: Designing Courses with a Progression of Learning Experiences March 21, 2012
  • Making Exams More about Learning March 20, 2012
  • A Good Conversation about Teaching and Learning March 14, 2012
  • Challenging the Notion of Learning Styles March 13, 2012
  • Creating an Authentic Learning Environment by Embracing What’s Real March 6, 2012
  • Getting Students to Act on Our Feedback March 5, 2012
  • Questions about Active Learning February 29, 2012
  • A Course Metaphor February 28, 2012
  • Two Strategies for Getting Students to Do the Reading February 17, 2012
  • Distributing Points and Percentages Across Assignments and Activities February 15, 2012
  • Group Work: A Bill of Rights and Responsibilities for All Members February 8, 2012
  • Long-Term Benefits of Learner-Centered Instruction February 7, 2012
  • Student Self-Assessment: A Sample Assignment February 1, 2012
  • A Strategy for Grading Student Writing Assignments January 31, 2012
  • Developing Student Self-Assessment Skills January 27, 2012
  • An Assessment Technique Using Research Articles January 19, 2012
  • The Ideal Professor vs. The Typical Professor January 16, 2012
  • How Students Learn: Thoughts from a Favorite Author January 11, 2012
  • Think Alouds Shed Light on How Students Grapple with Content January 6, 2012
  • End of Semester Reflections: Beginnings, Endings and Spaces Between December 7, 2011
  • Teaching Critical Thinking: Are We Clear? November 30, 2011
  • Humor in the Classroom: Reviewing the Research November 18, 2011
  • Getting Students to Ask for Help November 11, 2011
  • Making Time for Reflection November 4, 2011
  • Listen to the Message as You Talk about Your Students October 24, 2011
  • Grading Practices: Liabilities of the Points System October 19, 2011
  • The Role of Feedback on Skill Development October 14, 2011
  • Student Perceptions of Textbooks and the Features that Influence Reading October 7, 2011
  • The Question of Control in the College Classroom September 28, 2011
  • Student Engagement Tip: Give Each Lesson its Own Theme Song September 23, 2011
  • Practical Ideas for Improving Student Participation September 21, 2011
  • Lessons Learned from Reflecting on Our Teaching Experiences September 15, 2011
  • Student Learning in Progress: Deciding When and How to Intervene September 8, 2011
  • An Innovative Way of Analyzing Critical Thinking Skills September 6, 2011
  • Giving Feedback on Student Writing: An Innovative Approach August 31, 2011
  • Eight Lessons about Student Learning and What They Mean for You August 30, 2011
  • Student Entitlement: Six Ways to Respond August 26, 2011
  • What Does Your Syllabus Say About You and Your Course? August 24, 2011
  • Promoting Academic Integrity August 18, 2011
  • Collaborative Teaching: Reflections and Lessons Learned August 16, 2011
  • So What Did We Learn about Extra Credit? August 11, 2011
  • Participation Policies and Student Motivation August 4, 2011
  • Teaching with Style: A Unique Integration of the Personal and the Professional July 28, 2011
  • Revisiting Extra Credit Policies July 20, 2011
  • A Learner-Centered Approach Affects Student Motivation July 15, 2011
  • Study Game Plans: Do Students Know What and How to Study? July 14, 2011
  • How Much Should Class Participation Count toward the Final Grade? July 7, 2011
  • Building a Bridge Between Research and Practice June 30, 2011
  • A Role for Student Choice in Assessment? June 21, 2011
  • The Softer Side of Teaching June 16, 2011
  • Group Work: Are Student-Selected Groups More Effective? June 10, 2011
  • Two Lessons Learned at The Teaching Professor Conference June 9, 2011
  • Changing the Way We Teach: Making the Case for Learner-Centered Teaching June 1, 2011
  • Lessons Learned When Classes Don’t Go As Planned May 27, 2011
  • Deep and Surface Learning: Revisiting What Educational Research Tells Us May 26, 2011
  • Student Rating Forms and Definitions of Good Teaching May 19, 2011
  • Learning Skills: Necessary but not Taught May 12, 2011
  • Questions Around Students’ Study Habits, and What Constitutes Studying May 5, 2011
  • Faculty-Student Interactions: Why You Should Care April 28, 2011
  • Teaching Large Introductory Survey Courses April 21, 2011
  • I Won’t Mess with Your Course if You Don’t Mess with Mine April 19, 2011
  • Giving Students More Effective Feedback April 13, 2011
  • Standards and Pedagogies of Student Engagement April 8, 2011
  • A Lifeline for Those Teaching Large Classes March 31, 2011
  • Four Characteristics of Successful Teachers March 29, 2011
  • Competition and Cooperation: Can They Co-exist in a Classroom? March 25, 2011
  • Instructional Design Strategies for Freshening Up Your Course March 17, 2011
  • The Facts on Higher Order Thinking March 10, 2011
  • Great Expectations: Helping Students Take Responsibility for Learning March 2, 2011
  • Group Exams and Quizzes: The Benefits of Student Collaboration February 23, 2011
  • Evidence-based Teaching: Staying Current on What Works February 17, 2011
  • 10 Benefits of Getting Students to Participate in Classroom Discussions February 15, 2011
  • Defining Active Learning February 9, 2011
  • Remedial Coursework: Predicting Student Success February 4, 2011
  • “Learningful” Conversations: The Value of Exchanges with Colleagues February 1, 2011
  • Helping Students Develop Problem-Solving Skills via Online Discussions January 28, 2011
  • Teaching Students to Ask Better Questions January 27, 2011
  • Assessing and Developing Metacognitive Skills January 21, 2011
  • What Do Students Learn Through Discussion? January 20, 2011
  • More on Students and Reading January 13, 2011
  • How Students Read Textbooks: Sink or Skim Approaches Defined January 7, 2011
  • Helping Students See Correlation Between Effort and Performance December 20, 2010
  • Teachers as Guides: A New Appreciation for an Old Metaphor December 14, 2010
  • Sculpting: An Inspiring Metaphor December 9, 2010
  • Discussion: Light-Weight and Loose-Jointed December 7, 2010
  • End-of-Course Ratings: Lessons from Faculty Who Improved December 3, 2010
  • Test Messages December 2, 2010
  • Rubrics: The Essentials November 30, 2010
  • Teacher Anger: What to do When You’re Reaching the Breaking Point November 23, 2010
  • Teaching Undergraduate Research: A Unique Model November 19, 2010
  • Solutions to Social Loafing November 18, 2010
  • Doing Learner-Centered Teaching or Being Learner-Centered November 16, 2010
  • Peer-Led Team Learning Model Yields Impressive Results November 16, 2010
  • Memorization: It Isn’t All Bad November 11, 2010
  • When Faculty and Student Expectations Collide November 9, 2010
  • Writing Promotes Learning November 9, 2010
  • Lifelong Learning: Discovering and Developing Your Teaching Skills November 5, 2010
  • About That Content We Love November 4, 2010
  • Alternative Grading Methods for the College Classroom November 2, 2010
  • Are We Answering Too Many Questions? November 2, 2010
  • A Great Book on Grading October 26, 2010
  • Developing Students’ Self-Directed Learning Skills October 26, 2010
  • Learning Goals for Students October 21, 2010
  • Valuing our Community College Colleagues October 19, 2010
  • When Mentoring New Faculty, Don’t Ignore These Issues October 15, 2010
  • What Lectures Can Accomplish October 14, 2010
  • Do More Tests Lead to More Learning? October 14, 2010
  • RateMyProfessors: Is There a Lesson to be Learned? October 13, 2010
  • Students and Reading: Another Good Idea October 12, 2010
  • The Benefits of a Course Blog October 8, 2010
  • Testing Knowledge–An Interesting Alternative October 7, 2010
  • Neutralizing Attitudes October 5, 2010
  • Building Rapport with Your Students October 5, 2010
  • Simulations Deliver Real Benefits September 30, 2010
  • Sacrifices to Attend College September 28, 2010
  • Study Time and Study Habits September 23, 2010
  • Finding the Motivation to Fix a Course September 21, 2010
  • Curricular Design Problems September 16, 2010
  • Advice for New and Not so New College Teachers September 14, 2010
  • Less Stress at the Semester’s End September 9, 2010
  • Finding the Inconsistencies September 7, 2010
  • Keeping Teaching Philosophy and Instructional Practice on the Same Page September 2, 2010
  • Five Minutes and Five Techniques August 31, 2010
  • To Improve Students’ Problem Solving Skills Add Group Work to the Equation August 31, 2010
  • Feedback: Negative, Positive or Both? August 26, 2010
  • Encouraging Substantive Discussion of Course Content by Getting Personal August 26, 2010
  • Students’ Messages to Teachers August 24, 2010
  • Preparing Teaching Philosophy Statements August 20, 2010
  • Stories August 19, 2010
  • Thinking Constructively About Teaching Problems August 17, 2010
  • Guidelines for Effective Classroom Observations August 13, 2010
  • Metacognitive Skills for Self-Directed Learners August 11, 2010
  • What it Means to be a Self-Regulated Learner July 30, 2010
  • Exam Wrappers July 29, 2010
  • Talking and Listening July 27, 2010
  • Teaching for Transformative Learning July 23, 2010
  • Transformative Learning July 21, 2010
  • Student Learning: Six Causes of Resistance July 20, 2010
  • Teaching—More than a Set of Skills July 15, 2010
  • Student Performance and Satisfaction: Online vs. Face to Face July 15, 2010
  • Learning can be Frustrating July 13, 2010
  • Learning from Experience July 9, 2010
  • Let’s Take a Break July 8, 2010
  • Tips for Improving Student Thinking and Learning July 2, 2010
  • Unlearning July 1, 2010
  • Group Work: Should Your Top Students Work Together? July 1, 2010
  • Students and Syllabus Development June 29, 2010
  • Good Job! The Importance of Writing More Meaningful Comments on Student Papers June 24, 2010
  • The World of Pedagogical Knowledge June 22, 2010
  • Learning Communities: Benefits Across the Board? June 22, 2010
  • Self-Assessment Does Not Necessarily Mean Self-Grading June 18, 2010
  • Classroom Climates June 17, 2010
  • A Tired Teacher June 15, 2010
  • The Role of the Text in Course Planning June 14, 2010
  • Articles Not to Miss June 8, 2010
  • An Important Reminder about Feedback June 3, 2010
  • Student Internships: An Effective Assessment Model June 3, 2010
  • Group Work Recommendations June 1, 2010
  • Smile May 25, 2010
  • Revisiting Handouts May 20, 2010
  • Lessons: Humility, Acceptance, and a Commitment to Improvement May 18, 2010
  • Mid-Career Faculty: Staying Challenged and Enthused May 18, 2010
  • Is There a Place for Reading Lists in Today’s Curriculum? May 14, 2010
  • Do Take Care May 14, 2010
  • Paradigm Shifts May 11, 2010
  • How Much Group Work? May 11, 2010
  • Why Students Cram for Exams May 6, 2010
  • Faculty Perceptions of Group Work May 4, 2010
  • Ratings: Working on the Cynicism April 29, 2010
  • Working Alone and Together April 27, 2010
  • A Journal Feature Worth Noting April 22, 2010
  • Joining the Conversation April 20, 2010
  • Three More Tips for Facilitating Classroom Discussions April 20, 2010
  • Good Courses and Good Papers April 19, 2010
  • Do You Talk Too Much? Tips for Facilitating Classroom Discussions April 19, 2010
  • Learning Goals: Faculty and Students Don’t Agree April 16, 2010
  • The Market Metaphor April 15, 2010
  • Inflated Self-Assessment April 8, 2010
  • The Truly Heroic April 6, 2010
  • Six Keys to More Effective Class Discussions April 6, 2010
  • Learning from Experience: How Teaching is Like Golf April 2, 2010
  • Changing Attitudes about Learning April 1, 2010
  • Metaphor for Teaching: The Teacher as Midwife April 1, 2010
  • Attitude Affects Learning March 30, 2010
  • Evidence of Effectiveness March 25, 2010
  • How Many Concepts? March 23, 2010
  • What Students Expect from Instructors, Other Students March 23, 2010
  • Live Wires March 18, 2010
  • Six Principles of a Successful Course Redesign March 17, 2010
  • Improve Thinking and Learning March 11, 2010
  • Do Faculty Give up on Students? March 11, 2010
  • Pros and Cons of Rubrics March 9, 2010
  • Reflection on Group Experiences March 4, 2010
  • Characteristics of Good Teachers March 2, 2010
  • Guiding Student Reflection March 2, 2010
  • Revisiting the Purpose of Higher Education and Courses February 26, 2010
  • Course Planning February 23, 2010
  • Office Hours and Participation February 18, 2010
  • Finding Motivation February 16, 2010
  • Making a Difference February 11, 2010
  • Problem-Based Learning: A Quick Review February 9, 2010
  • Making the Pop Quiz More Positive February 4, 2010
  • Researchers Recommend Providing Students with Partial Notes February 4, 2010
  • Replacing Lab Reports February 2, 2010
  • Conditions Associated with Classroom Conflict January 29, 2010
  • Metaphorical Mirrors January 28, 2010
  • A New Word January 26, 2010
  • Moral Education January 21, 2010
  • When Students are Struggling with the Content January 19, 2010
  • Moving Past the Old 'Teaching vs. Research' Debate January 19, 2010
  • Are Senior Faculty Members Still Effective Teachers? January 15, 2010
  • The Study Strategies that Work in Your Field January 14, 2010
  • Learning from Experience January 12, 2010
  • All That Teaching Entails January 7, 2010
  • Mentoring Undergraduate Student Research January 5, 2010
  • Making Peer Assessment Work for You January 5, 2010
  • What to Look for in Teaching Philosophy Statements December 29, 2009
  • Holiday Best Wishes December 22, 2009
  • Different Sources of Power that Affect the Teacher-Student Relationship December 22, 2009
  • Why It Can Be Hard to Get to Know Your Students December 18, 2009
  • Oh Those Students. . . December 17, 2009
  • Tips for Building a Personal Learning Network on Campus and Online December 16, 2009
  • Grading Advice for the End-of-the-Semester Crunch December 15, 2009
  • Helping Students Fill Gaps in Basic Knowledge December 15, 2009
  • Blending Instructional Formats December 10, 2009
  • Beyond the Prohibitions: Teaching Students not to Plagiarize December 8, 2009
  • Critical Pedagogy Brings New Teaching and Learning Challenges December 8, 2009
  • 'A Teaching Life' December 4, 2009
  • A New Look at Student Attention Spans December 4, 2009
  • The Power of Examples December 2, 2009
  • Thankful for Pedagogical Colleagues November 24, 2009
  • Reflecting on Your Teaching Practices November 24, 2009
  • Teaching that Promotes Lifelong Learning November 19, 2009
  • Why Are You Taking This Course? November 19, 2009
  • Announcing the Second Annual McGraw-Hill and Magna Publications Award for Scholarly Work on Teaching and Learning November 17, 2009
  • A Mini-Conference in a Large Class November 12, 2009
  • Problem-Based Learning: Benefits and Risks November 12, 2009
  • Student Questions: Quantity and Quality Issues November 10, 2009
  • This I Believe November 5, 2009
  • ‘Help’ Sessions and Struggling Students November 3, 2009
  • How to Respond to a Student's Answer October 29, 2009
  • Chronic Course Shoppers: What is the Impact of Dropping and Adding Courses? October 29, 2009
  • A Long Life of Learning October 27, 2009
  • A Novel Approach to Encouraging Class Participation October 23, 2009
  • Mastery and Performance Orientations October 22, 2009
  • Generational Stereotypes October 20, 2009
  • Pronouncements about Teaching October 13, 2009
  • Overparticipators and Peers October 8, 2009
  • The Learning Question October 6, 2009
  • Benefits of a Student Self-Grading Model October 6, 2009
  • Understanding What You See Happening in Class October 2, 2009
  • 'Pedagogy of Ironic Minimalism' October 1, 2009
  • A Smart Way to Handle Student Excuses October 1, 2009
  • Student Attitudes about Learning September 29, 2009
  • Student Recommendations for Encouraging Participation September 25, 2009
  • PowerPoint Dos and Don'ts September 24, 2009
  • Stop Me If You've Heard This One: The Benefits of Humor in the Classroom September 24, 2009
  • Zemsky on Learning September 22, 2009
  • What Should be Standardized? September 17, 2009
  • Do You Don a ‘Teaching Mask’ as You Head to the Classroom? September 17, 2009
  • Sharing Knowledge September 15, 2009
  • Dealing with Free Riders September 10, 2009
  • Test Frequency September 9, 2009
  • Writing to Learn September 3, 2009
  • Assumptions about Setting the Right Classroom Climate September 2, 2009
  • Properties of Thinking September 1, 2009
  • Reading Assignment Strategies that Encourage Deep Learning September 1, 2009
  • College for the First Time August 27, 2009
  • Learner-Centered Evaluation August 25, 2009
  • Using the Syllabus to Create an Engaging Classroom Climate August 24, 2009
  • Group Work Tip: Make Leaders Accountable for Group Performance August 21, 2009
  • A Student Who Needs a Teacher August 20, 2009
  • Tenure-track Positions Continue to Feel the Pinch August 20, 2009
  • Teaching Styles and Personae August 18, 2009
  • Reasons to Read Deeply August 13, 2009
  • Why Students Don’t Ask for Help, and What You Can Do About It August 13, 2009
  • Sharing Really Bad Ratings August 11, 2009
  • Sharing the Feedback August 6, 2009
  • Interesting Interview about Attention August 4, 2009
  • Buying the Passive Role July 30, 2009
  • Reasons to Participate and Reasons Not to July 28, 2009
  • Tenure Standards: A Survey of Department Chairs July 23, 2009
  • A Review of Participation Research July 21, 2009
  • Problem-solving Exercises that Promote Intellectual Development July 21, 2009
  • Effective Teaching Strategies: Six Keys to Classroom Excellence July 20, 2009
  • A Robust Discipline-Based Pedagogical Journal July 16, 2009
  • Mentoring Undergraduates in Research and Scholarship July 16, 2009
  • Sustaining Excellence July 14, 2009
  • Can Students Accurately Self Assess? July 9, 2009
  • Knitting Teacher July 7, 2009
  • Reflective Teaching Strategies to Promote Student Autonomy July 2, 2009
  • Those Who Can … June 30, 2009
  • More on Questions and Participation June 25, 2009
  • The Power of a Good Question June 23, 2009
  • Students Question Value of End-of-Course Evaluations June 18, 2009
  • When Students Say ‘Thanks but No Thanks’ to Feedback June 16, 2009
  • Students Agree Cell Phones in Class Are Distracting June 16, 2009
  • Conference Leaves Educators Energized and Inspired June 11, 2009
  • Against Critical Thinking June 10, 2009
  • Education is a Bit Like Composting June 2, 2009
  • Retirement Reflections: Things I Will and Won’t Miss After 33 Years of Teaching June 1, 2009
  • Three Multitasking Myths May 28, 2009
  • Putting it on the Line May 26, 2009
  • This Summer, Don't Forget to Write May 21, 2009
  • Faculty Learning Communities: Benefiting from Collective Wisdom May 19, 2009
  • Striking a Balance between Who You are and Realizing Your Teaching Potential May 14, 2009
  • Reflecting on Graduation May 12, 2009
  • Those Students Who Participate Too Much May 8, 2009
  • Team Teaching and Dialogic Pedagogy May 7, 2009
  • Why Students Procrastinate and What You Can Do About It May 7, 2009
  • Taking Professional Development Seriously May 5, 2009
  • Looking Forward to The Teaching Professor Conference April 30, 2009
  • Does It Really Matter Where Students Sit? April 30, 2009
  • Lectures Can be Effective April 28, 2009
  • Dealing with High-Maintenance Students April 28, 2009
  • Strategies for Teaching Large Classes April 24, 2009
  • RateMyProfessors.com: More Honest than 'Official' Ratings? April 23, 2009
  • Peer-Led Team Learning April 21, 2009
  • Are You Encouraging Plagiarism? Six Tips for Improving Your Term-Paper Assignments April 20, 2009
  • Learning Contracts April 16, 2009
  • A Shift in Emphasis: From Product to Process April 14, 2009
  • Classroom Teaching Methods: Are Your Lectures Sidetracking Student Learning April 14, 2009
  • Factors that Lead to Rapport April 9, 2009
  • Creating More Effective Course Handouts April 9, 2009
  • Concerns about Active Learning April 3, 2009
  • Objections to Active Learning April 2, 2009
  • Course Characteristics that are Most Important to Students March 31, 2009
  • Understanding Learning Styles Research and Instruments March 31, 2009
  • Unsettling Discoveries from Analysis of Engineering Education March 26, 2009
  • Designing Group Work March 24, 2009
  • Does Test Anxiety Hinder Performance? March 19, 2009
  • Why Do Students Take Your Course? March 19, 2009
  • Simple Self-Assessment Activities March 17, 2009
  • Self-Assessment Should Play a Central Role in Review and Revision March 12, 2009
  • Round-abouts and the Ivory Tower March 10, 2009
  • Problem Solving: A Simple Definition March 5, 2009
  • The Meaning of Learner Empowerment March 3, 2009
  • Realizing the Potential of Good Questions February 26, 2009
  • Award Reveals Wealth of Teaching and Learning Literature, But How to Make Sense of it All? February 24, 2009
  • Large Courses and Student Expectations February 24, 2009
  • Happy to be Heading Out February 19, 2009
  • Aligning Teaching Philosophy Statements with Classroom Practices February 18, 2009
  • What Students Remember February 13, 2009
  • Learning from Mistakes February 6, 2009
  • Cheating on Online Quizzes February 3, 2009
  • Helping Students Understand Verbs Used in Test Questions January 30, 2009
  • Identity and Integrity in Teaching January 27, 2009
  • Individual Experiences for Students January 22, 2009
  • Student Rating Reminders January 20, 2009
  • False Assumptions Beginning Teachers Make January 20, 2009
  • Ideas That Work in College Teaching January 15, 2009
  • Common Comments January 13, 2009
  • Teaching Personae January 8, 2009
  • Welcome Back! January 6, 2009
  • Happy Holidays! December 18, 2008
  • Rules of the Game December 16, 2008
  • Effective Teaching Strategies: The Importance of Marrying Content and Process December 16, 2008
  • Silent Participators December 11, 2008
  • Student Learning and Course Content: How Fast Do They Forget? December 11, 2008
  • Confusing Requirements December 9, 2008
  • Three Factors that Affect Social Loafing in Class December 4, 2008
  • Helping First-semester Students Learn from Mistakes December 4, 2008
  • Teaching Strategies: Frequent Exams = Better Results for Students December 3, 2008
  • Key Questions about Cramming December 2, 2008
  • A Teaching Professor’s Reasons to Give Thanks November 25, 2008
  • When Students Don’t Do the Reading November 20, 2008
  • Mid-Career Faculty Issues Often Overlooked November 20, 2008
  • Student Nags November 18, 2008
  • DIY Rating Form November 13, 2008
  • Answers for Those Afraid to Take a Hit on College Student Ratings November 13, 2008
  • Academic Fit November 11, 2008
  • Developing Rubrics November 6, 2008
  • Active Learning and Student Persistence November 4, 2008
  • Research-Based Practice October 30, 2008
  • Teaching Circles October 28, 2008
  • What Accounts for Teacher Growth? October 23, 2008
  • What Can Influence Grading Bias? October 21, 2008
  • Teaching Strategies for Transformative Learning October 20, 2008
  • Job Talks as Proxies for Teaching Potential October 16, 2008
  • Grades in the Context of Learning October 14, 2008
  • Bean on Exploratory Writing October 9, 2008
  • Should Instructors Provide Students with Complete Notes? October 7, 2008
  • Effective Teaching: Six Keys to Success October 6, 2008
  • Making Use of Colleagues October 2, 2008
  • Instructional Design: Six Strategies to Make Courses More Learner Centered Without Sacrificing Content September 27, 2008
  • Teaching and Learning Scholarship: An Innovative Example September 25, 2008
  • First College Teaching Experiences September 25, 2008
  • Assessment in Groups Round 2 September 23, 2008
  • Motivation to Make Courses Difficult September 18, 2008
  • Fingerprints on the Desk September 16, 2008
  • Paradigm Shift of Student Feedback September 11, 2008
  • Modest Aspirations September 9, 2008
  • Peer Assessment in Small Groups September 5, 2008
  • Understanding Conflicts with Students September 5, 2008
  • Project Introduces Students to Helpful Resources September 4, 2008
  • Research on Crib Sheets September 3, 2008
  • Using the Syllabus to Lay Down the Law September 1, 2008
  • The Value of Reading August 28, 2008
  • Classroom Management to Promote Learning August 26, 2008
  • Students’ Conceptions of Teaching and Learning August 24, 2008
  • Transformational Teaching and Learning August 22, 2008
  • Students Don’t Care about Evaluations August 21, 2008
  • A Teaching Low Point August 19, 2008
  • Changes in the Academic Profession August 16, 2008
  • It’s Hard to Part with the Tried and True August 15, 2008
  • A Viable Literature for College Teaching and Learning August 14, 2008
  • Independent Learning Wisdom Rings True After 30-Plus Years August 12, 2008
  • Deep Learning August 8, 2008
  • Worst Class Ever? Depends Who You Ask August 4, 2008
  • Four Teaching Maxims That Endure August 3, 2008
  • Is There a Connection Between Learning Styles and Preferences? August 2, 2008
  • An Update on Learning Styles/Cognitive Styles Research August 1, 2008
  • McGraw-Hill and Magna Publications Scholarly Work on Teaching and Learning Award July 29, 2008
  • Melander on Critical Thinking July 24, 2008
  • Seminar Characterizations July 22, 2008
  • Getting Students to Read July 18, 2008
  • Disciplinary Perspectives on Teaching and Learning July 16, 2008
  • Effective Classroom Management: A Helpful Handout for Students July 14, 2008
  • Instructional Design: Moving Toward a Less Structure, More Learning-Centered Environment July 11, 2008
  • Plusses and Wishes July 10, 2008
  • Improving Lectures July 9, 2008
  • A Colleague Passes July 8, 2008
  • Educational Assessment Options and Opportunities July 6, 2008
  • Tell Students When They’re Wrong July 3, 2008
  • Critical Thinking: A Lifelong Journey July 2, 2008
  • Why Students Hate Groups July 1, 2008
  • Improvement is Not a Dirty Word June 26, 2008
  • Who Should Be in College? June 24, 2008
  • A Point of Optimism June 19, 2008
  • Approaches to Teacher Growth and Development June 17, 2008
  • Active-Learning Advocates and Lectures June 17, 2008
  • The Power of Active Learning June 12, 2008
  • Empty Apologies June 10, 2008
  • Are You as Good a Teacher as You Think? June 9, 2008
  • Strategies for Student Peer Review June 5, 2008
  • Black Revisited June 3, 2008
  • Feedback Forms for Peer Assessment in Groups June 1, 2008
  • More on Easy Courses and High Ratings May 29, 2008
  • Building Trust and Community in a Class May 27, 2008
  • Faculty Candidate Philosophy Statements May 22, 2008
  • The Rationale for Seating Charts May 20, 2008
  • Does Feedback Impact Subsequent Learning? May 15, 2008
  • Ways of Responding to Wrong or Not Very Good Answers … May 13, 2008
  • A Call to Action May 8, 2008
  • College Teaching as a Profession May 6, 2008
  • A Discussion Strategy May 1, 2008
  • Finding the Space between Freedom and Control April 30, 2008
  • Teaching Philosophy Statement April 29, 2008
  • New Paradigm Emphasizes Teacher’s Role as Instructional Designer April 24, 2008
  • Minimal Guidance or Direct Instruction April 22, 2008
  • A Lifelong Learning Role Model April 18, 2008
  • The Effects of Class Session Length April 16, 2008
  • The Disconnect Between Faculty Beliefs and Research on Student Ratings April 9, 2008
  • Looking at Students as Future Donors April 1, 2008
  • Exemplary Teaching Poorly Defined and Not Shared March 27, 2008
  • A Bit from the April issue of The Teaching Professor. . . March 25, 2008
  • Persistance, Patience, and Creative Problem-Solving March 20, 2008
  • Pros and Cons of Cohort Groups March 18, 2008
  • Authenticity in Teaching March 13, 2008
  • Toward a Coherent Philosophy of Teaching March 11, 2008
  • The Sad Story of Those End-of-Course Ratings March 7, 2008
  • Searching for Authentic Enthusiasm March 5, 2008
  • Quote February 28, 2008
  • Quote February 26, 2008
  • Baseball Caps and Learning February 22, 2008
  • A Bit from the March Issue of The Teaching Professor February 20, 2008
  • Beyond the Basics February 14, 2008
  • Frustration and Pleasure: Keys to Great Assignments February 12, 2008
  • An Unusual Approach … that Just Might Work! February 7, 2008
  • Tips for Getting Students to Take Responsibility for Learning February 5, 2008
  • Academic Stress Leading to. . .? February 1, 2008
  • Transformational Learning January 25, 2008
  • Welcome January 18, 2008

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