Year after year, college faculty mark the end to the spring term by attending The Teaching Professor Conference. It’s the perfect venue to reflect, recharge, and rejuvenate while gaining a wealth of instructional ideas and valuable insights.
This Storify provides a collection of some of the tweets from the three-day event.
College teachers love techniques. If you’re invited to lead a teaching workshop, you can expect to be asked, “Will you share some good techniques?” Suggest them in the workshop and watch lots of smiling participants write them down with great enthusiasm. Why do we love teaching techniques so much? Because many of us come to teaching not having many? Because they work? Because they keep our teaching feeling fresh?
We often hear that peer review is an excellent opportunity for reciprocal student learning. In theory, this makes sense. Since an instructor can only dedicate a certain amount of attention to each student, peer review allows students to receive more feedback and engage more frequently in the content they are learning. Research shows this benefits both the students who receive and provide feedback.
While we instructors have good intentions when trying to integrate understanding of cultural diversity into our classrooms, many of our efforts can have the opposite
In the same way a classroom’s climate is created jointly by teacher and student actions, a department’s teaching climate results from collective contributions. Of course, department chairs and other administrators play key leadership roles, but they alone are not responsible for creating the teaching climate. We all contribute by what we say and do regarding teaching. Sometimes we say and do nothing, and this too becomes part of the culture.
The literature on teaching and learning has improved so much over the years. Researchers are now covering important aspects of both in depth, analyzing with creative designs and exploring for practical and theoretical implications. One case in point is a 2015 syllabus review published in Assessment & Evaluation in Higher Education (a cross-disciplinary teaching and learning journal that ought to be on everybody’s radar).
An initial look at a conference program can lead attendees to become (in the words of a former colleague) “paralyzed by the possibilities.” There are just so many sessions we’d like to attend that it’s hard to choose. At a recent conference, a new faculty member asked me for advice about negotiating the labyrinth. Here is a collection of strategies that I have developed over the years to help me make the most of the conference experience—before, during, and after the event.
Shortly after 2000, higher education institutions started transitioning from paper and pencil student-rating forms to online systems. The online option has administrative efficiency and economics going for it. At this point, most course evaluations are being conducted online. Online rating systems have not only institutional advantages but also advantages for students: students can take as much (or little) time as they wish to complete the form, their anonymity is better preserved, and several studies have reported an increase in the number of qualitative comments when evaluations are offered online. Other studies document that overall course ratings remain the same or are slightly improved in the online format.
Many instructors feel that they need to be experts in mathematics in order to understand analytics. But according to John Vivolo, director of online and virtual learning for New York University, every faculty member can learn to use the course analytics available through their LMS to improve student learning.
I started composting at our summer place in 2009, and now I’m a convert. In the summer, we live on an island that’s mostly rock covered with something the locals call “organic matter.” Growing anything this far north on this soil base is challenging, but compost has made a big difference. My bleeding hearts, campanulas, delphinium, phlox, and coral bells are far more impressive than they used to be.
