CURRENT ARTICLE • October 22nd

A Stupid Letter to My Student

Stupid.

This word was spoken triumphantly and repeatedly as self-speak by a talented pre-service, k-12 special education teacher during my course Library Resources for Children. Until I heard her say it several times through the semester, I hadn’t seen how one word can hold an entire teaching philosophy. I hadn’t considered how the power of that word multiplies when it takes the form of self-speak. I hadn’t realized how much it scared me to think that that word might follow her into a k-12 classroom.

When I learned that my own teaching philosophy existed on the pinhead of a single word whenever I’ve thought it at myself, I needed to send to this email to that amazing up-and-coming teacher:

Using Rubrics as a Defense Against Grade Appeals

By: Sydney Fulbright PhD

Faculty dread the grade appeal; anxiety prevails until the whole process is complete. Much has been written about how to avoid such instances, but the potentially subjective assessments of written essays or clinical skills can be especially troublesome. One common cause of grade appeals is grading ambiguity in which the student and faculty member disagree on the interpretation of required content. Another cause is inequity, whereby the student feels others may have gotten more credit for very similar work or content (Hummel 2010). In the health-care field especially, these disagreements over clinical-skills assessments can actually result in student dismissal from the program and may lead to lawsuits.

October 16

Seven Bricks to Lay the Foundation for Productive Difficult Dialogues

By: Annie Soisson EdD

There are three basic ways that I hear faculty talk about difficult dialogues—in-class dialogues that were planned but did not go particularly well; in-class hot moments that were not anticipated and that the faculty member did not feel equipped to handle; and difficult dialogues that happen during office hours or outside of class.

October 15

Leveraging High-Impact Practices at the Course Level

By: Priscilla Hobbs, PhD, and Evan Kropp, PhD

A decade has passed since the National Survey of Student Engagement (NSSE) published George D. Kuh’s seminal report “High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter.” Kuh (2008) argued that student learning is…

October 11

Remembering to Learn: Five Factors for Improving Recall

By: Debora S. Herold, PhD

As a professor of cognitive psychology, I teach about memory, especially about when and why our memories often fail us. Students are excited to apply this material to their everyday lives.

October 9

Proactively Equipping Beginning Principal Preparation Students with Pre-Licensure Testing Strategies

By: Warren Ortloff and Ava J. Muñoz

Presently, 40 states have adopted a full or partial interpretation of the Educational Leadership Consortium Council (ELLC) standards (Vogel & Weiler, 2014). Principal preparation programs must fully integrate these standards into their course curriculum, if their driving force is student success. It is anticipated that by adhering to ELCC standards, accredited CAEP principal preparation programs are naturally employing the most current leadership knowledge and best leadership practices throughout their coursework (Vogel & Weiler, 2014).

October 8

Disrupting Illusions of Fluency

By: Shreyas Desai, MS, Kenja McCray, PhD, and Curtis L. Todd, PhD

No matter the academic discipline, course level, or time of day, the last five minutes of class often present instructors with a challenge and an opportunity. The challenge is maintaining students’ interest. Disrupting “illusions of fluency” is the opportunity. The term refers to misjudging the depth of what one knows (Carey 2015). Further, it describes the belief that a mastery over something has been achieved, when actually it has not (Lang 2016). The final class minutes can be best spent constructively assessing levels of student learning and understanding of course material.

October 4

Teaching Critical Thinking: Some Practical Points

By: Linda B. Nilson, PhD

We all endorse it and we all want our students to do it. We also claim to teach it. “It” is critical thinking, and very few of us actually teach it or even understand what it is (Paul & Elder, 2013). Research tells us that our students learn critical thinking only after we receive training in how to teach it and design our courses explicitly and intentionally to foster critical thinking skills (Abrami, Bernard, Borokhovski, Wade, Surkes, Tamim, & Zhang, 2008). We have to start by formulating assessable critical thinking learning outcomes and building our courses around them.

October 2

From Curriculum to Career: Connecting Curriculum Outcomes to Future Careers

By: Judith Levin and Cathleen Mudd

Students often arrive at university level instruction with some idea of their future employment direction. It is important for university instructors to seize their student’s career enthusiasm and foster a connection between the curriculum and potential future career applications. Providing students with an opportunity to connect their classroom learning, (online or face-to-face) with workplace relevance will result in many positive learning outcomes such as motivation, grit, and career goal setting. As stated by Schwartz, Gregg, and McKee (2018) “Guidance and information focused on careers should be included throughout one’s undergraduate experience” (p. 51). To integrate career content into the classroom the following tips are suggested: integrating career focused topics in discussions and activities; using and integrating services offered by career resource centers; including guest speakers; and incorporating additional online career resources. These strategies help foster a connection between course material and professions and careers students may be considering.

October 1

Put Teaching First

By: Matthew J. Wright, PhD

Universities are strange places. People pay thousands of dollars a year to be taught by supersmart people. These supersmart people are required to do research, write grants, and bring in money and resources to their university. Teaching is only a minor—almost insignificant—part of the job. While this often goes without saying at big R1 universities, it is surprising that this is all too often also true at smaller “teaching” colleges. At my home university, Adelphi, teaching is emphasized, but this is often the exception and not the rule.

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