Read more about the article What Can We Learn from End-of-Course Evaluations?

What Can We Learn from End-of-Course Evaluations?

No matter how much we debate the issue, end-of-course evaluations count. How much they count is a matter of perspective. They matter if you care about teaching. They frustrate you when you try to figure out what they mean. They haven’t changed; they are regularly administered at odds with research-recommended practices. And faculty aren’t happy with the feedback they provide. A survey (Brickman et al., 2016) of biology faculty members found that 41% of them (from a wide range of institutions) were not satisfied with the current official end-of-course student evaluations at their institutions, and another 46% were only satisfied “in some ways.”

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Read more about the article The Teaching Professor Newsletter Celebrates 30 Years

The Teaching Professor Newsletter Celebrates 30 Years

Where were you 30 years ago? Maryellen Weimer, PhD, was writing the very first issue of The Teaching Professor newsletter, and she hasn’t stopped since. In March 1987, Magna Publications published volume 1, number 1 of The Teaching Professor. The opening article read, in part: “With all the enthusiasm of a new beginning, Magna begins publication of a newsletter for college professors about college teaching. … Can instruction be improved by reading material about teaching and learning? Yes. Reading about teaching forces reflection. It creates instructional awareness by causing faculty to wonder: Do I do that? Should I do that? Infusing teaching with a steady supply of new ideas keeps it fresh and invigorated.” That philosophy of reflection and instructional awareness has remained a constant theme throughout the decades. As has the importance of keeping teaching fresh, regardless of teaching experience or discipline.

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Read more about the article Remembering vs. Understanding

Remembering vs. Understanding

I don’t teach history, but I’ve always been a bit of a history and trivia buff. So, just for fun, I recently decided I wanted to memorize all the U.S. presidents in order. For the early presidents, I use a mnemonic that I learned in elementary school: “Washington And Jefferson Made Many A Joke” which refers to Washington, Adams, Jefferson, Madison, Monroe, Adams, Jackson.

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Read more about the article Waking up to Tired Teaching

Waking up to Tired Teaching

I have been wanting to do a blog post on tired teaching for some time now. Concerns about burnout are what’s motivating me. Teachers can reach a place where teaching does nothing for them or their students. They don’t just wake up one morning and find themselves burned out; they’ve moved there gradually, and it’s a journey that often starts with tired teaching.

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Read more about the article Expanding Learning Experiences with Virtual Guest Experts

Expanding Learning Experiences with Virtual Guest Experts

Much of our work as educators consists of designing and delivering experiences in which students can develop their understanding and application of concepts and skills in our disciplines. Given that we have only 16 weeks with our students, we need various ways for deepening and expanding these formative experiences in our field. Visiting experts can be a wonderful way of developing expertise, and leveraging online tools like Skype and Zoom can open up powerful possibilities for new collaboration and conversation.

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Read more about the article Using Low-Stakes Writing Assignments to Achieve Learning Goals

Using Low-Stakes Writing Assignments to Achieve Learning Goals

During my time as a teaching fellow at the University of North Carolina at Chapel Hill, I was fortunate enough to be introduced to the importance of student learning goals and student learning objectives to quality course design and management. Learning goals, often broad in nature, are most commonly applied at the course level. Learning objectives are statements about measurable expectations and behaviors that can contribute to the achievement of the learning goals.

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Read more about the article When the Teacher Becomes the Student

When the Teacher Becomes the Student

As a follow-up to last week’s post, here’s a final bit from my rummaging around old favorites in my personal library of teaching and learning resources. The insights come from Roy Starling’s great piece in which he recounts his experiences of being released from his teaching responsibilities to take a full load of courses with a small group of undergraduates. It radically changed his teaching, as it did Marshall Gregory’s when he enrolled in an undergraduate acting class, and as it did mine when I took a non-major’s chemistry course with 20 first-semester students. Most faculty do not have time to take courses or they’re at institutions without programs that support these experiences. However, even short visits to a colleague’s class and experiencing it as a student (not a peer reviewer) yields insights about teaching and motivates change.

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Read more about the article An Activity That Promotes Engagement with Required Readings, Even in Large Classes

An Activity That Promotes Engagement with Required Readings, Even in Large Classes

On the first day of class, I often say something like this to my students: “Nothing floats my boat more than great discussion. Nothing promotes great discussion like having completed the readings. And nothing promotes completing the readings like having points attached to it.”

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Read more about the article Getting Started with Blended Learning Videos

Getting Started with Blended Learning Videos

“There’s just not enough time in class with students!” It’s a common faculty complaint, and when students are provided quality course materials they can use outside class, this blended learning approach gives faculty more time in class. A variety of materials can be developed for use outside class. In this article, we’d like to focus on creating video content that students use for a blended learning course.

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