Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

student engagement

top teaching and learning articles of 2017

Top 17 of 2017: Our Most Popular Teaching and Learning Articles

As another year draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the year. Throughout 2017, we published more than 200 articles, covering a wide range of teaching and learning topics, including assignment strategies, cell phone policies, course design, flipped classrooms, online discussions, study strategies, and grading policies.

In this, our last post of the year, we reveal the top 17 articles for 2017. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.

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online learning activities

Which Assessment Strategies Do Students Prefer?

While most faculty stick with the tried-and-true quiz and paper assessment strategies for their online courses, the wide range of technologies available today offers a variety of assessment options beyond the traditional forms. But what do students think of these different forms?

Scott Bailey, Stacy Hendricks, and Stephanie Applewhite of Stephen F. Austin State University experimented with different assessment strategies in two online courses in educational leadership, and surveyed students afterward on their impressions of each one. The students were asked to score the strategies using three criteria: 1) enjoyment, 2) engagement with the material, and 3) transferability of knowledge gained to practice. The resulting votes allowed investigators to rank the various strategies from least to most preferred by students.

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class discussions

Facilitating Discussion: Five Factors that Boost Student Engagement

It’s another of those phrases frequently used and almost universally endorsed but not much talked about in terms of implementation. What does facilitating discussion mean? How should a teacher do it? Two faculty researchers, Finn and Schrodt (2016), frame the problem this way: “The literature is replete with descriptive accounts and anecdotal evidence but lacks the kinds of empirical investigations that could create theoretical coherency in this body of work” (p. 446). They decided our understanding of discussion facilitation could be deepened with an operational definition, one that resides in an instrument to measure it quantitatively.

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zombies in the classroom

Six Classroom Elements Learned from Zombie Films

College courses, like movies, can inspire, entertain, shock, or repulse. Instructors produce, direct, and star in a series of semester-long scenes, complete with audiences, critics, and awards. If your course could be equated to a movie genre, what would we be watching? Would we see a romantic comedy, focused on relationship-building and a predictable, subtle narrative? Perhaps it would be an action film – colorfully energetic, thrilling for some, and uncomfortable for others.  Current research on learning suggests you may want to consider plot elements in zombie films as you design your courses. Here’s why.

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male professor calling on student

Participation Points: Making Student Engagement Visible

As I contemplate my syllabi for a new semester, I possess renewed hope for students eager to discuss anything at 8 a.m., yet I have taught long enough to know that I will simply appreciate clean clothes and brushed teeth. As reality sets in, I add to my grading criteria an element that I hope will encourage engagement from even the most timid learners.

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Top 11 articles on Faculty Focus

Our Top 11 Teaching and Learning Articles of 2016

It wouldn’t be the end of the year without a few top 10 lists. As we prepare to put 2016 in the rearview mirror, we’re offering up our own list, which goes to 11.

Throughout 2016, we published more than 200 articles. The articles covered a wide range of teaching and learning topics, including diversity and inclusion, critical thinking, peer feedback, assignment strategies, course design, flipped learning, online discussions, and grading policies.

In this post, we reveal the 11 articles that most resonated with our readers. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.

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student engagement

What Does Student Engagement Look Like?

Engagement. . .it’s another one of those words that’s regularly bandied about in higher education. We talk about it like we know what it means and we do, sort of. It’s just that when a word or idea is so widely used, thinking about it often stops and that’s what I think has happened with engagement.

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students doing lab experiment

Active Learning: In Need of Deeper Exploration

Most of us think we know what active learning is. The word engagement quickly comes to mind. Or, we describe what it isn’t: passive learning. Definitions also abound. The one proposed by Bonwell and Eison in an early (and now classic) active learning monograph is widely referenced: involving “students in doing things and thinking about the things they are doing.” (p. 2)

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The Eight-Minute Lecture Keeps Students Engaged

The Eight-Minute Lecture Keeps Students Engaged

In the 1970s, my mother, a fifth-grade teacher, would lament, “The TV remote has ruined my classroom! I can almost feel the kids trying to point a clicker at me to change the channel!” Little did she know that college students today don’t need to wish for a remote control to switch from their professor to entertainment—an endless assortment of distractions are all on their smart phones.

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