How to Implement an Unessay Grant Proposal Project
The “unessay” is certainly not a new concept, but it was a Faculty Focus piece by Jodie N. Mader, “The Unessay Experiment: Moving Beyond the
Mary McAleer Balkun
August 20, 2021
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
real-world applications
Creating Experiential Learning Opportunities in Any Course
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
Timothy Hanrahan, PhD
April 6, 2020
Is Your Real-World Experience Real Enough?
As faculty teaching at a professional school, we frequently explain to our students that the activities and projects they have been assigned will give them
Paul Acquaro, EdD, and Steven Goss, EdD
March 11, 2020
Developing Collaborative Skills through Pedagogical Example
Regardless of one’s academic discipline or the courses that we teach, college faculty members share a responsibility to prepare our students for success in our
Robert S. Fleming, PhD
November 25, 2019
Learning That Lasts: Helping Students Remember and Use What You Teach
How often do you hear the following sentiments from students?
• “I won’t ever use anything I am learning in this class, but I have to take it to graduate.”
• “I don’t care about this class. I just need a passing grade.”
• “I can’t remember anything I learned in that class.”
Granted, not all classes cover interesting material—or at least material that’s of interest to students who may be there only to fulfill a requirement. While we can’t change what needs to be taught, we can change how we deliver it. If we make the right adjustments to our course design and teaching methodologies, we will hear less complaining in our classes. So, what can we do to achieve higher levels of student satisfaction and long-term learning that lasts far beyond the end of our class?
Tyler J. Griffin PhD
July 14, 2014
