Articles Archives - Faculty Focus | Higher Ed Teaching & Learning

September 22

Tips for New Online Faculty Deans: A Faculty Perspective

We know that strong leaders empower and genuinely care for those whom they lead. That empowerment and care is not expressed by the words they speak, but by their everyday interactions with the people around them.

In academic settings, leaders serve as models for how faculty can more effectively empower students. If these leaders are simply calling it in, then their faculty, especially new faculty, may experience dissatisfaction in the workplace and may eventually follow those negative examples. In the online world where facial expressions and body language are not visible, it is vital that online faculty deans adopt a ‘virtual body language’ that demonstrates a genuine interest in their faculty. Here are some tips for online faculty deans that may lead to a more positive faculty experience and even stronger faculty engagement and performance.

Male college student studying in library.

September 20

How Should I Study for the Exam?

By: Maryellen Weimer, PhD

When an exam approaches, virtually all students agree they need to study and most will, albeit with varying intensity. Most will study the same way they always have—using the strategies they think work. The question students won’t ask is: How should I study for this exam? They don’t recognize that what they need to learn can and should be studied in different ways.

diversity and inclusion in the college classroom

September 18

Inclusion by Design: Tool Helps Faculty Examine Their Teaching Practices

By: Carl S. Moore, PhD, Edward Brantmeir, PhD, and Andreas Brocheild, PhD

Are there barriers to inclusion lurking in your courses?

After meeting at a diversity and inclusion session of the 2013 Professional and Organization Development Network (POD Network) Conference in Pittsburgh, the three of us set out to develop a tool to help faculty examine their courses through a diversity lens. We were driven by a lack of available resources that provide a practical approach to digging deep into the nuances of one’s course.

September 15

A Method for Deep Reading

By: Barry Casey, PhD

Many students struggle with college-level reading and writing assignments. Part of it is simply not knowing how to get the essentials from a text. I have been experimenting with a simple method I call GSSW: Gather, Sort, Shrink, and Wrap.

The goal of using this method is that students learn to write an essay, based on the readings, that is exemplary of organized, clear, accurate, and critical thinking.

September 13

How to Make our Conversations about Teaching More Productive

By: Maryellen Weimer, PhD

Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or electronic exchanges. Interesting, isn’t it, how much pedagogical information is passed on and around in these very informal ways.

Student smiling and showing friend smartphone in lecture hall

September 11

Helping Students Make the Right Call on Cell Phones

By: Pete Burkholder, PhD

Much has been written, both in Faculty Focus and elsewhere, about cell phones in the classroom. Such pieces typically break into two categories: whether to ban or not to ban, and techniques for using devices productively for educational purposes.

As helpful as those discussions are, conspicuously absent most of the time are students’ views. Do they even want their phones available in class, or are the devices simply attractive nuisances? Is a classroom without cell phones desirable from their standpoint—and if so, what would it take to achieve such an environment? Last spring, I decided to find out.

September 8

The Key Ingredients to Students’ Success in a College Course

By: Stacy Roth

It is very rewarding personally and professionally to teach psychology in higher education. As I reflect on teaching and working with students, I am mindful of the five key ingredients I have found to be valuable to their success in a course.

The first ingredient is creating a trusting, safe, and respectful learning environment for students to thrive. When students feel comfortable in their learning environment, they feel confident to express their ideas, ask questions, and connect with the course in a meaningful way.

September 6

Getting Students to Take Responsibility for Learning

By: Maryellen Weimer, PhD

I’ve been writing for years that we need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I’ve been saying that it means students should be doing the learning tasks that make them stronger learners. They should be figuring out what’s important in the reading, rather than having the teacher to tell them. They should be taking notes rather than expecting to get the teacher’s slides and notes.

August 30

A Challenge to Current Grading Practices

By: Maryellen Weimer, PhD

There’s a lot to be gained from considering ideas and arguments at odds with current practice. In higher education, many instructional practices are accepted and replicated with little thought. Fortunately, there are a few scholars who keep asking tough questions and challenging conventional thinking. Australian D. Royce Sadler is one of them. His views on feedback and assessment are at odds with the mainstream, but his scholarship is impeccable, well-researched, and logically coherent. His ideas merit our attention, make for rich discussion, and should motivate us to delve into the assumptions that ground current policies and practices.

August 28

Questioning the Two-Hour Rule for Studying

By: Lolita Paff, PhD

Faculty often tell students to study two hours for every credit hour. Where and when did this rule of thumb originate? I’ve been unable to track down its genesis. I suspect it started around 1909, when the Carnegie Unit (CU) was accepted as the standard measure of class time. [See Heffernan (1973) and Shedd (2003) for thorough histories of the credit hour.] The U.S. Department of Education defines the credit hour as “One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester…” The expectation was the norm when I was in college in the 1980s and more seasoned professors indicate it was expected in the 1970s too.

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