Course Design

The Names We Give to Our Instructional Strategies

Instructional strategies acquire names, labels that describe what the strategy involves—active learning, problem-based learning, cooperative learning. Sometimes the strategies gain popularity. They become widely used, and so do the terms that describe them. After a while teachers stop describing what they are doing in class. They simply refer to it by the label: “Yes, I have students work in groups. I use cooperative learning.”

Maryellen Weimer, PhD September 18, 2015

UDL: A Systematic Approach to Supporting Diverse Learners

Advances in neuroscience and digital imaging give us an unprecedented understanding of how individuals access, process, and respond to information. Previously we may have had an intuitive understanding that our students learned differently. Now functional MRI scans demonstrate this in living color. However, simply recognizing learner diversity is one thing; navigating this challenge in the classroom is quite another. How can we possibly hope to present content, structure learning experiences, and devise assessments that will be appropriate and effective for students with different learning strengths and challenges? Fortunately, researchers have developed a framework based in neuroscience that can help.

Mark Hofer PhD September 14, 2015

The Eight-Minute Lecture Keeps Students Engaged

In the 1970s, my mother, a fifth-grade teacher, would lament, “The TV remote has ruined my classroom! I can almost feel the kids trying to point a clicker at me to change the channel!” Little did she know that college students today don’t need to wish for a remote control to switch from their professor to entertainment—an endless assortment of distractions are all on their smart phones.

Illysa Izenberg August 31, 2015

Three Tools for Supporting Student Success

One of the three key tenets of metacognitive engagement in the classroom is teaching students heuristic strategies specific to the subject matter (Pintrich, 2002; Bembenutty, 2009). The other two are teaching students when to use the strategies and how to self-assess the successful use of those strategies. When considering critical thinking classes, this might involve teaching specific problem solving strategies, like the difference between permutations and combinations, as well as when each should be applied. However, other types of strategies could be beneficial, such as templates for assignments, video instructions, and detailed rubrics for self-assessment.

Steve Wyre EdD July 24, 2015

How a Course Map Puts You on Track for Better Learning Outcomes

For both new and veteran faculty, inheriting a syllabus to teach from is like being blindfolded on a long journey and being told, “Don’t worry, you’ll know it when we get there.” There’s a lot of trust required in order to follow someone else’s map. There are road hazards the mapmaker may not be aware of; there may be alternate routes that might get you there more directly; and it may even be prudent to choose another mode of transportation to get there.

Vicki Caruana PhD July 6, 2015

Helping Students Find Meaning in Core Curriculum Courses

Let’s face it: some courses are simply more applicable to the job market than others. For some, it’s easy to make the connection between what is taught in the classroom and the skills needed for landing that perfect job. But, what about those courses that are not geared toward generating employment?

Julianne Hazen PhD June 22, 2015

Fostering Student Learning through the Use of Debates

There are many ways to get students engaged in a classroom, but when topics are controversial or taboo, students may shy away from sharing their thoughts on the subject. In contrast, some may be so overly passionate about a topic that they proselytize their point. One tactic that helps students feel comfortable enough to speak about controversial topics is through debates that are structured and promote students’ preparedness in defending or opposing a particular stance on a topic.

Laura Trujillo-Jenks PhD and Lisa Rosen PhD May 27, 2015

Using Context to Deepen and Lengthen Learning

Nearly every teacher has experienced students forgetting something important. This forgetfulness comes in various forms. It might involve not following instructions for an assignment, missing a due date, forgetting important details on a test, or even forgetting to take the test itself. Whatever the memory infraction, there are usually good reasons why students forget. Gratefully, there are a few simple ways teachers can build context to help students achieve deeper and longer lasting learning.

Tyler J. Griffin PhD March 16, 2015

Course Design

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