Helping faculty learn to survive and even thrive online is critical if we are to realize the potential of this new learning space. During a
Congratulations to the winners of the inaugural McGraw-Hill – Magna Publications Scholarly Work on Teaching and Learning Award. Announced last week at the sixth annual Teaching Professor Conference, the award recognizes outstanding scholarly articles on teaching and learning, and includes a $1,000 stipend from McGraw-Hill to the authors of the winning article.
I am just about to retire from Penn State and leave my faculty position teaching undergraduates. I’ll still be working; there’s this newsletter to edit and a world of faculty who still need advice, ideas, and encouragement to do their very best in the classroom. But you don’t end 33 years of college teaching without thinking about those things that will and won’t be missed on campus.
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
Lately I’ve been wondering if there’s a set of initial assumptions made about teaching and learning that inhibit instructional growth and development. Here is list of a few of these assumptions, and why I think they make teaching excellence less attainable.
EDUCAUSE, the association for information technology in higher education, released its list of Top Teaching and Learning Challenges for 2009. Voted on by the EDUCAUSE teaching and learning community, the top five challenges are:
As this example illustrates, scholarship doesn’t always have to take the form of articles in refereed journals and sometimes when the scholarship is pedagogical, other
Thanks to new technologies of brain imaging and major breakthroughs in cognitive research, neuroscientists now know more about the functioning of the human brain than ever. This new knowledge should help us revolutionize our teaching methods, but what about those of us who can’t tell a hippocampus from a hippopotamus? As an English professor whose gray matter has frequently proved more or less impervious to scientific discourse, I decided to tackle this challenge head-on, so to speak. Here are some of my findings, along with their implications for teaching and learning…
A large study of students enrolled in geography courses at multiple universities in Australia, New Zealand, the United Kingdom, and the United States looked at
The relatively new pedagogical periodical Academy of Management Learning & Education has a regular feature I very much enjoy and wish was part of more
