The terms rigor and relevance have rocketed to the forefront of K-12 education initiatives over the past 10 years, and with good reason. Research has
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Instructors have temporary experiences with groups of students each semester. Even so, these brief moments have the power to change lives. As professors, we decide
I have been teaching various levels of reading skills and composition to native and non-native speakers, to immigrants and U.S. citizens, to people with talent
An initial look at a conference program can lead attendees to become (in the words of a former colleague) “paralyzed by the possibilities.” There are
There is a lot to cover on the first day of class. You establish procedures and convey expectations. You review the syllabus and, if you’re teaching a lab, safety protocol. You also spend some time teaching some material. While you might not make an assignment on the first day, you still should use some time on the first day to talk about your expectations for students’ work and how you assign grades.
Fieldwork refers to any component of the curriculum that involves leaving the classroom and learning through firsthand experience. Most instructors incorporate fieldwork to help students understand theory, develop skills, integrate knowledge, build tacit knowledge, develop meaning in places, and work with peers and instructors in alternate settings.
We are bombarded with information about online course supplements and the newest interactive multimedia components, all touted as the best approach to engage today’s learners in the online environment. Dedicated practitioners puzzle over how, when, and where to incorporate multimedia within their online courses and further agonize over the potential effects of choosing not to do so.
As a college student, I always liked it when I had a course that met in Edwards Hall – if for no other reason than a lot of the classrooms in that building had theater-style seating with chairs that swiveled. The fact that I would remember that after all of these years is an indication of the effect a more welcoming learning space can have on students.
My students are always asking for opportunities to earn bonus points. I offer a variety of assignments during the semester, but they still want bonus points, which they seem to think are easier to obtain than the required points. Generally, I’m opposed to bonus options because I feel that if students are struggling with the current assignments, they do not need an “extra” assignment for extra credit. In addition, the word “bonus” seems to suggest something for nothing. I want my students to realize that grades are earned, not given. However, I recently tried a bonus activity that benefited my students and also met my expectations for a substantive learning experience.