It’s easy to lay the procrastination problem on students and certainly they must own a big part of it. But this research indicates that professors are not powerless. There are ways assignments can be designed and courses structured that can decrease the amount of procrastination.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Not all disengaged students fall into the stereotype of the slacker who comes late to class (if at all), or is as easy to spot as Jeff Spicoli from Fast Times at Ridgemont High. In fact there are a number of students who are masters at playing the game … doing just enough to get by … attending class but not really participating, much less engaging with the content.
Incorporating material that addresses diversity issues in classes has positive effects on a number of learning outcomes. The success of efforts to make curricula more diverse depends to a large degree on faculty willingness to incorporate these materials because control of the curriculum remains in faculty hands—both collectively, in terms of course and program approval processes, and individually, in terms of daily decisions about what to teach.
When it comes to course design, is the goal to help your students understand concepts, enable future retrieval of concepts, or enable future retrieval of concepts and apply them in real-world situations? To create more effective learning environments, and minimize forgetting, some faculty are turning to Situation-based Learning Design (SBLD), which aligns learning context with performance context.
Donna Saulsberry was in a bind. As an associate professor of computer and information technology at Doña Ana Community College, one of her jobs is to prepare her networking students for the Microsoft® Certified Systems Engineer certification test. Having survived a Microsoft certification boot camp herself, she began instructing her students in much the same way as she was taught: lecture, practice, and multiple choice tests.
Transformative learning—learning that changes what students know, how much they know, and what they are able to do with that knowledge—can occur inside and outside the classroom and need not be restricted to any particular discipline.
Unlike their college-level counterparts, those who teach at the K-12 level spend a significant portion of their education studying the “how” of teaching. What they learn can be invaluable to college professors who enter classrooms with vast content knowledge but little (or no) background in teaching and learning. As those who teach these teachers, we’d like to showcase five teaching strategies college professors can learn from those who teach younger students. […]
Most instructors supplement their face-to-face courses with some online learning materials such as online syllabi, handouts, PowerPoint slides, and course-related Web links. All of these can add to the learning experience, but they are merely a start to making full use of the learning potential of the online learning environment in either a hybrid or totally online course. Although there is no standard definition of a hybrid course, one characteristic that makes a course a hybrid is the use of the Web for interaction rather than merely as a means of posting materials, says LaTonya Motley, instructional technology specialist at El Camino Community College in California.