What we teach and how we teach it are inextricably linked. This special report helps you discover new ways to build strong connections between the two with strategies for engaging students, giving feedback, creating a climate for learning, and more.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Students and excuses seem to go hand in hand. Sometimes the excuses result from real events and personal problems that legitimately prevent a student from being in class, completing an assignment on time, or doing what some other policy or procedure may stipulate. Not having the wisdom of Solomon, most faculty struggle to fairly adjudicate between the real and unreal reasons offered for noncompliance.
It’s a balancing act educators often face …how to structure interactions with students to provide appropriate levels of assistance, while encouraging them to take ownership of their learning. In preparation for an online seminar on this topic Dr. Ike Shibley, associate professor of Chemistry at Penn State – Berks, provided a few strategies for faculty to try.
As a former editor in the business profession and now educator, I see connections between business and classroom best practices, especially applying professional development plans and performance reflection exercises as academic learning agreements in order to promote student leadership and engagement.
On top of everything college faculty are responsible for, there’s one that may be easy to overlook or even deem as unnecessary: Teaching students how to be students. Do so at your peril because most students need a little help understanding and practicing the skills and behaviors they need to succeed.
The first time a student’s cell phone rang in my class, I was angry and frustrated. With their musical ringers, cell phones that go off in class are rude and distracting. But how to respond? I’ve never been very good at playing the heavy. Was there any way I could take this annoying occurrence and twist so that it would contribute to a more positive classroom environment?
In this, the final installment of a six-part series on strategies for building student engagement, I offer suggestions for engaging students beyond the classroom. As professors, we impact students not only during classes, but also through office hours, emails, and feedback.
The sheer volume of content faculty members are responsible for teaching is enormous, but being an effective educator takes much more than the mastery and delivery of material. It requires unique skills and knowledge that most new higher education instructors were never trained in. For newcomers, the challenges can seem overwhelming. […]