Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

supportive learning environment

Does It Matter How Students Feel about a Course?

A line of research (done mostly in Australia and Great Britain) has been exploring what prompts students to opt for deep or surface approaches to learning. So far this research has established strong links between the approaches taken to teaching and those taken to learning. If teachers are focused on covering large amounts of content and do so with few attempts to involve and engage students, students tend to learn the material by memorizing it, often without much understanding of it. This new work involved a 388-student cohort enrolled in a first-year biology course and explored the relationship between the ways students emotionally experience a course and the approach that they take to learning in the course.

Read More »

Are Student-Professor Relationships More Important in Hard Courses?

A bevy of research establishes that student-faculty relationships are important on a number of fronts. For example, they predict persistence and completion in college. They impact the amount of effort students make in courses. They affect the development of students’ academic self-concepts. The authors of this analysis write: “There is evidence in the literature to suggest that the way students feel about their relationship to the professor may play an even larger role than many faculty know, or—perhaps—care to admit.” (p. 41)

Read More »

Witness the Struggle: the Gifts of Presence, Silence, and Choice

I have long pondered a phrase I learned from a mentor: “Witness the struggle.” Frances, my mentor, used the phrase when she talked about working with students in emotional pain. She was referring to those students who sometimes lash out in frustration over missed assignments, family dynamics, or other stressful life issues. As a career educator, I have a deep desire to help students and a strong tendency to offer solutions and suggestions. I want to fix their problems and tell them what to do. The wise words of this phrase offer a more powerful and profound answer to the part of me that thinks I need to rescue students. Its simple urging suggests that I be fully engaged and present, that I use silence to clear a space, and that I guard against telling students what to do. More often than not, students simply need to know that their voices count, that they have been heard, and that who they are matters.

Read More »

Classroom Management: Finding the Balance Between Too Rigid and Too Flexible

For quite some time now I’ve been interested in a widely held set of assumptions faculty make about the need to assert control at the beginning of a course. The argument goes something like this: When a course starts, the teacher needs to set the rules and clearly establish who’s in charge. If the course goes well, meaning students abide by the rules and do not challenge the teacher’s authority, then the teacher can gradually ease up and be a bit looser about the rules. The rationale behind this approach rests on the assumption that if a teacher loses control of a class, it is very hard to regain the upper hand. In these cases, student behaviors have compromised the climate for learning so seriously that the teacher has an ethical responsibility to intervene and reassert control.

Read More »

Students Place a Premium on Faculty Who Show They Care

Most teachers know that caring for students is important, but do they realize just how important? A recent article by Steven A. Meyers offers a succinct, well-referenced, and persuasive review of research that addresses the topic. It begins with what most teachers already know: Caring is regularly identified as one of the ingredients or components of effective instruction. What many teachers do not know is that students value the dimensions of caring more highly than teachers do.

Read More »

Academic Customer Service Shouldn’t be a Dirty Word

Earlier this year, we kicked off the semester with a faculty development workshop on academic customer service. Academic customer service is a hot and contentious topic on many college campuses, with faculty often reeling at the suggestion that students are customers (and therefore “always right”) or that education is a product intended for consumption. The feedback from our session in August was prickly and some of the comments demonstrated that we were in worse shape than I imagined.

Read More »

The Five R’s of Engaging Millennial Students

The first indication that the Millennial Generation may be different from previous generations is to consider how many different names we have for the generation and the people who belong to it. They’re referred to as Generation Y, Nexters, Baby Boom Echo Generation, Echo Boomers, Digital Natives, Generation Next, Generation Me and, of course, Millennials.

Read More »