Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

first-year students

syllabus review exercise

Empathetic Syllabi Review Exercise

“Do you know how much this exam is worth?” 

“I can’t find any office hours listed for one of my classes—are there any?.” 

“What if I get sick and miss a few classes—will my grade be hurt?” 

My answer was the same for all three questions—“I don’t know.” Even though these were my first-year seminar students asking these questions, they were looking at syllabi from their other courses, part of a syllabus review exercise I do each fall with first-time students. 

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Creating a positive classroom environment

Six Ways to Promote a Positive Learning Environment

During the past 10 years, my colleagues and I have observed a steady increase in specific behaviors that create conflict in our classrooms. These disruptive behaviors do not arise every day and certainly are not exhibited by all students, but collectively, my colleagues and I could fill a sizeable bucket every year with examples of student behaviors that are rude, hostile, or confrontational. A belief that students have the right to do whatever they want because they are paying for their educational experience, and that faculty have no right to impose limitations on this freedom, is rooted in students’ assumption that as consumers of higher education, their individual needs and desires are the only relevant factor faculty should consider when developing course policies, assignments, and curriculum (Fullerton, 2013)

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Students get tests back.

A Dose of Reality for First-Year Students and How We Can Help

By the third or fourth week of most courses, students have had a reality check. They have taken the first exam, received feedback on their first paper, or otherwise discovered that the course isn’t quite what they had expected or hoped it would be. Here are a few reminders as to what many beginning students and some others might be thinking at this point in the semester.

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Perspectives in Understanding Online Teaching and Learning Strategies for First-Year Generation Y Students

There is an overwhelming amount of literature that addresses strategies to develop and facilitate teaching and learning in the online classroom as a way to engage and retain first-year students. Students and faculty in the online classroom are faced with a unique situation: classes without a physical classroom. Professors are also faced with a unique situation: creating a unified class that is engaged and well informed on the structure of the course in order to create a total learning environment (Quitadamo and Brown 2001).

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Applying Learning Agreements in the Classroom

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.

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