young professor in lecture hall January 21

The Rhythms of the Semester: Implications for Practice, Persona

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We begin each semester on a different note than we end on. The early weeks hold promise and high hopes, both often curtailed when the first assignments are graded. The final weeks find us somewhere between being reluctant or relieved to see a class move on. There is an inexplicable but evident interaction between our teaching persona and the persona a class develops throughout a semester. Some structural factors influence both: among them—the type and level of a course, the discipline, the time of day, and whether the students are a cohort or a unique collection of individuals.


faculty development July 23, 2018

Flexible Faculty Development Opportunities

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One of the most persistent challenges for instructional designers is finding a convenient time to schedule faculty development training sessions. If scheduled during the summer, the workshop is subject to poor attendance because faculty are preparing for the fall. If it is scheduled in the fall, teaching responsibilities and committee work can impede professional development attendance. The same holds true for the spring semester.


student blogging April 28, 2017

Ten Concierge ‘Keys’ for Supporting Individualized Online Course Development

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Large group training workshops to facilitate online course design can be a mechanistic experience and a nightmare to schedule given perpetually busy faculty with overloaded calendars. Equally ineffective static, “self-serve” online materials only go so far and can leave faculty disengaged or confused (Riegle 1987; Howland and Wedmen 2004). Personal support services modeled on the hotel concierge are used successfully in health care and private industry and, to a lesser extent, in higher education (Michelau and Lane 2010). They hold promise as an approach for supporting online course development.



March 6, 2014

Show the Learner Visible Signs of Their Learning

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One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.


February 7, 2014

Thinking of Collaborative Teaching? A Few Things to Consider

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It used to be called team teaching, but that term is now used less often to describe the collaboration of colleagues when they jointly teach the same course. Multiple instructors may be involved in the course, each delivering a freestanding module; or two instructors may do the course together, each in class every day with all course activities and assignments integrated. And there are variations of each of these models.



October 15, 2012

Scaffolding Student Learning: Tips for Getting Started

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Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We’ve written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students’ progress through the content. Sometimes we discover that students either don’t perform well on the learning experiences we’ve designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky’s zone of proximal development (Vygotsky, 1978) proposes that it’s important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.