OTHER RECENT ARTICLES

Working across disciplines March 22

A Call for the Return of the Polymath Professor

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A polymath is “a person of wide knowledge or learning” (Oxford Dictionary) with expertise spanning across a wide spectrum of subject areas and domains. It is expected that such expertise will help the polymath solve complex problems needing the application of transdisciplinary knowledge. Being a polymath and subscribing to the notion that people should embrace all ideas is the core around which the idea of a “Renaissance man” was constructed.


teaching colleagues March 20

Those Indispensable Colleagues

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I’ve been especially appreciative of my colleagues this week and there are lots of reasons why.

  • My colleagues teach me. As might be suspected, I mostly collaborate with folks who are interested in teaching and learning. They’re good teachers and good teaching advocates who think about teaching in intellectually robust ways. They have ideas that are new to me and will often send me things they think I should read. I learn from their experience, their insights, and what they believe about teaching and learning.


helping quiet students participate March 15

An Approach for Helping Quiet Students Find Their Voices

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“I’m afraid I’ll be the only one to think my thoughts, that no one else will see it the way I do. I don’t want to be wrong.”

That was the response by a student to a comment I made asking him to consider participating more in class discussions. The conversation took place one day after class toward the end of the 2017 spring semester when he asked me to sign an academic progress report. He was a good student and submitted quality papers on a timely basis. Yet, while he paid attention to my lectures and everyone’s remarks in class, he rarely spoke.


cheating in college March 13

Students as a Forgotten Ally in Preventing Cheating

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I’m still wandering around in the literature on cheating. It’s hard not to get depressed. It’s such a pervasive problem and one that compromises all that education could and should be.

Faculty are pretty much focused on preventative measures, which are essential, but there are a couple of other issues rarely mentioned in the literature or in our discussions. Students who don’t cheat usually aren’t on our side when it comes to enforcing cheating policies. In one study, almost 93% of the students said they had witnessed another student cheat, but only 4.4% said they had ever reported a cheating incident (Bernardi, et. al., 2016) Students are in a bind—they don’t want to rat out fellow classmates, some of whom may be friends. If they do and word gets out, they are labeled as “snitches” and “tattletales” — told to mind their own business and otherwise berated. With serious social consequences like these, it takes real courage to do the right thing.


creative course design March 12

Creative Course Design (Yes, You Can!)

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A lot of teachers don’t think of themselves as being particularly creative. Creativity in education doesn’t mean coming up with a revolutionary new idea or complete reinvention of something. Creativity means doing something original or unique. A lot of educational creativity involves repackaging or “putting your own spin” on something that somebody else has already used successfully. We believe in adding your own stamp and style to already existing educational approaches—that’s being creative. Sometimes all that’s required to take a course or lesson from sleepy to exciting is a small, but personal, creative adaptation. It is almost always easier to modify than to create ex nihilo.

Every program, course, and lesson can be made more effective, efficient, and exciting. What we’re suggesting is illustrated by IDEO—a California-based design and consulting firm that specializes in product and process improvement. The design principles they use can readily be applied to educational course design.

Sometimes we lack creativity in education because we work in isolation. Collaboration with colleagues fosters creativity. IDEO, for example, uses a team-based design methodology that consistently results in product designs that no single team member could have created (see https://www.youtube.com/watch?v=M66ZU2PCIcM). Here are some of the principles they use when collaborating as a group—repurposed with an emphasis on course design:

  • Encourage wild ideas. Too often we end up doing what we’ve always done. We’re busy and need to get lesson plans, assessments, and assignments completed in a hurry. But take a moment, consider an ideal teaching situation: What would you do for or with your students to help them succeed and master your course? Let your imagination run loosely. Of course, there are constraints, but letting them go (just temporarily) can help unlock new solutions to old problems. “Blue sky” brainstorming can yield imaginative, yet realistic possibilities.

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student studying on laptop March 9

Captivating Your Online Learner with Engaging Course Visuals: 7 Easy Principles

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In an online environment, keeping your audience’s attention and focus on the critical concepts can be a challenge. Visuals are one of the most powerful ways to engage online learners, especially those from the upcoming generations. We will discuss how the visual design quality of course materials impacts student learning and describe seven simple design techniques that educators can use to create clean, clear, and uncluttered visuals.

Why does good design matter?

Design affects our emotions and perceptions. Attractive visual design can evoke positive emotions in learners and facilitate learning (Plass et al., 2014). Designing attractive, simple, and uncluttered course materials contributes to emotional design, thereby enhancing positive feelings of learners and increasing motivation. Positive emotions have been shown to contribute to more flexible and adaptive thinking and encourage creativity, problem solving, recall, and innovation (Isen, 2002). People also perceive well-designed objects as easier to use (Norman, 2005). Utilizing a few simple design techniques to create clean, clear, and uncluttered course materials can help enhance learning.

Good design also impacts cognitive processing, increasing both comprehension and information retention. Research suggests that visual design affects cognitive processing in four main ways: selection, organization, integration, and processing efficiency (McCrudden & Rapp, 2015). Good design allows students to identify and focus on the most relevant information and efficiently organize that key information in memory, increasing comprehension and information retention.

Finally, well-designed course visuals communicate the credibility of, and care taken by, the presenter. Research has found that judgments of credibility are largely influenced by design elements like layout, font, and color (Robins & Holmes, 2007). Given that materials that look good tend to be judged as both better and more credible, design improvements can increase presenter credibility and communicate that the presenter cares about both the audience and the topic.

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online professional development March 8

A Professional Development Makeover

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I have been an online educator for almost 10 years and feelings of isolation and complacency were familiar companions on my teaching journey. Many virtual work environments lacked channels for educators like myself to connect and maintain meaningful conversations and I longed to build a sense of community with my colleagues in the field. The constant dripping of policy changes from the top made for limited self-reflection and minimal opportunities for collaboration. Departmental attempts at transformative shifts in work culture were captured in ephemeral professional development methods that operated on low frequency when it came to encouraging personal growth and knowledge creation.


students in lecture hall March 7

Low-Risk Strategies to Promote Active Learning in Large Classes

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Faculty who teach large classes confront the long-existing challenge of making their lectures more engaging and meaningful. In this article, I will share some low-risk strategies to help faculty transform lectures into student-centered learning experiences for enhanced learning outcomes.

These active learning strategies can be easily implemented without significant redesign of the class and without an investment in technology. However, toward the end of the article, I offer a few tech-based strategies for engaging your students.

  • Use skeleton handout. Provide students with a handout of the day’s lesson, but intentionally omit some key words and phrases from the slides. Students will have to listen closely during class in order to fill in the missing pieces of information.
  • Physical movement. In a traditional lecture, faculty tend to stand at or behind the podium, interacting with the few students sitting near the front of the room. To engage the whole class, even those students who like to sit in the back, walk around in the classroom from time to time and work to draw in those students sitting on the periphery.
  • Pause and chunk (Ruhl, Hughes, & Schloss, 1987; Di Vesta & Smith, 1979). Researchers have told us that students have very short attention spans and start to lose focus after 10 to 15 minutes in the lecture. To keep students continuously engaged, it is suggested that you chunk the content into smaller segments. For instance, after lecturing for 15 or 20 minutes, switch gears by involving students in mini learning games/activities during the transitional break.
  • Effective questioning. Questioning is one of the most common engagement techniques used by faculty in their daily teaching practice, but have you noticed that it doesn’t always produce the intended outcomes? That’s because many don’t give questions the time and attention they deserve—during lesson planning and the class itself. Below are a few questioning tips to consider.
    • Ask meaningful questions. Factual recall questions are fine for getting the class warmed up, but it’s also important to ask questions at the higher levels of Bloom’s revised taxonomy (Krathwohl, 2002). Higher level questions force students to think critically about the content. Questions that have more than one good answer are more likely to lead to interactive discussion.
    • Give “wait time” (Elliot, 1996; Mills, 1995). After you ask a question, wait a few extra seconds before asking for volunteers. By extending the wait time, students have time to process their ideas and produce more thoughtful answers. This is especially beneficial to those who are reluctant to talk in the class. With a few extra seconds to think about and organize the talking points, they will be more confident in their response and more willing to participate.
    • Ask follow-up questions. Too often, after a student answers a question, the teacher explains why it is correct or incorrect and then continues to lecture. Although there is nothing wrong with this practice per se, it does mean we’re throwing away an opportunity to further engage students in higher level thinking. If further discussion is warranted, ask follow-up questions, probe for more information, ask for clarification, request an example, or have students explain the rationale for their answer. Some examples of follow-up questions include: why? what if? how do you know? or what is an example of that?

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