Teaching is often described as a solitary profession, where faculty work independently within their own classrooms, departments, or programs. This siloed approach can make it
Have you ever wished you could clone yourself? I have. For many faculty in graduate and adult education that longing is more than a passing thought. Balancing the
As we learn more about how to improve classrooms in higher education, the concept of the “shy student” is a recurring one that serves as
Peer-to-peer conversations can help students to make connections with each other and course content. In a course that requires out-of-class reading, that conversation is highly
The approach to course reading described here is not the result of some altruistic action to save students money on textbooks. Nor was it a
In-class activities can be a great way to foster student engagement in the classroom. Depending on the activity, the results can vary greatly. Sometimes they
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.
I continue to be impressed by the need for teachers to clarify common aspects of instruction instead of assuming that students’ understanding of what they entail are the same as ours. Participation is a good example. How often is it defined in the course syllabus? How often is it characterized beyond the basics when it’s discussed at the beginning of the course or at different times throughout the semester? We do probably agree on the essentials—questions, answers, and comments—but much more than that is needed if classroom interaction is to realize its potential as a student engagement strategy. Here’s an example of the degree of clarification I think we should be after:
When I speak with other professors who work extensively in the classroom, we often find that we share many of the same challenges. Students’ lack of classroom participation in discussion and test anxiety are two of the most common. Many professors try to mitigate these issues through two time-honored pedagogical tactics: a participation grade and extra credit questions on tests. While both tactics can be effective, by applying concepts from gamification research I found a way to both enhance classroom participation and reduce test anxiety with one simple technique.
The joy of discussion as a class activity is starting it up and seeing where it goes. Although some of the same themes come up in every discussion, how they emerge and the connections they raise vary as much as the individual students do. On a great discussion day, the talk flows freely in interesting and unexpected directions, much like jazz.