Why Do Students Take Your Course?
If you ask students what they want to get out of a course, most give the same answer: an A (never mind if learning accompanies
Maryellen Weimer, PhD
March 19, 2009
A FREE PUBLICATION FROM THE TEACHING PROFESSOR
student learning
Motivating Students: Eight Simple Rules for Teachers
Principles of Accounting has the reputation of being a “hard and boring” course. It is difficult to motivate students to invest the time and effort necessary to succeed in the course. To meet this challenge, we have assembled a list of eight simple rules for keeping students focused and motivated.
Lana Becker and Kent N. Schneider
March 10, 2009
Tips on Creating an Accreditation Review Timeline
The accreditation review process may never be stress-free, but with proper preparation you can at least minimize the stress that so often accompanies it. So just how far ahead should you start preparing for your accreditation review?
Mary Bart
January 28, 2009
Rethinking Multiple Choice Tests for Assessing Student Learning
If you think multiple choice tests are only good to assess how well students memorized facts, it may be time to rethink your testing strategy. Although they are not appropriate for every situation, when properly developed, multiple choice tests can used to assess higher levels of thinking, including application and analysis.
Mary Bart
January 14, 2009
Four Distance Education Research Topics to Avoid
Existing distance learning research falls into several main areas. Some lend themselves to future research to expand the knowledge base, but others do not need to be revisited. Here are the distance education research topics to avoid:
Jennifer Patterson Lorenzetti
December 30, 2008
Effective Teaching Strategies: The Importance of Marrying Content and Process
When teachers think the best way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material.
Maryellen Weimer, PhD
December 16, 2008
Student Learning and Course Content: How Fast Do They Forget?
Although faculty would like to think optimistically, most know that when it comes to student learning and how much content students take with them from a course, even one in their major, reality dashes optimism.
Maryellen Weimer, PhD
December 11, 2008
Student Learning Outcomes Initiative
In 1989 the administration at Central Arizona College made a decision to move toward a competency-based curriculum for all of its courses and certificate and degree programs—a wise decision given all the changes taking place within the community college’s district and within higher education in general, says Linda Heiland, CAC’s associate vice president for institutional effectiveness and chief academic officer…
Rob Kelly
July 16, 2008
Creating and Sustaining Institution-wide Pedagogical Change
Despite increased external pressure on teaching and learning innovation, top-down, centralized strategic initiatives usually fail to produce large-scale transformational change. And the problem with smaller-scale
Rob Kelly
June 18, 2008
Approaches to Teacher Growth and Development
How do faculty approach their development as teachers? Gerlese S. Akerlind has been using a qualitative research method known as phenomenographic analysis to try to
Maryellen Weimer, PhD
June 17, 2008
