Effective Teaching Strategies

Six Things That Make College Teachers Successful

1. Study the knowledge base of teaching and learning.

You have chosen to teach in higher education because you are a subject-matter specialist with a tremendous knowledge of your discipline. As you enter or continue your career, there is another field of knowledge you need to know: teaching and learning. What we know about teaching and learning continues to grow dramatically. It includes developing effective instructional strategies, reaching today’s students, and teaching with technology. Where is this knowledge base? Books, articles in pedagogical periodicals, newsletters, conferences, and online resources provide ample help. Take advantage of your institution’s center for teaching and learning or other professional development resources.

Mary Clement EdD. July 9, 2018

An Argument for Grading Participation

Many of us have visions of a classroom full of bright-eyed students scribbling notes, nodding thoughtfully, and laughing at our jokes. The reality of the college classroom experience can be quite different, and student engagement sometimes feels like a difficult prize to earn.

Brooke D. Taylor, PhD May 11, 2018

Interactive Strategies for Engaging Large and Small Classes Alike

As the associate director at Tulane’s Center for Engaged Learning and Teaching (CELT), I work with faculty to help them transform their classrooms into more engaged spaces. One way to do that is by creating opportunities for interaction between the professor and the students and between the students themselves. I always start the conversation on this topic with three questions:

What is the purpose of making a class interactive?
What does an interactive class look like?
What gets in the way of you creating a more interactive space in your classroom?

Toni Weiss April 9, 2018

An Approach for Helping Quiet Students Find Their Voices

“I’m afraid I’ll be the only one to think my thoughts, that no one else will see it the way I do. I don’t want to be wrong.”

That was the response by a student to a comment I made asking him to consider participating more in class discussions. The conversation took place one day after class toward the end of the 2017 spring semester when he asked me to sign an academic progress report. He was a good student and submitted quality papers on a timely basis. Yet, while he paid attention to my lectures and everyone’s remarks in class, he rarely spoke.

Rich H. Kenney, Jr. March 15, 2018

Using Assignment Choice to Promote Course Relevancy

As a teacher of a subject that I adore and cherish, I often find myself scrambling for enough time to cover everything that needs to be covered and still find a clever way to introduce yet another “cool story” that will further convince my students that my field (microbiology) is relevant to everyday life.

No doubt I am not alone in this challenge of finding ways to demonstrate relevancy of what we teach, but not at the complete expense of the time and effort we desperately need to guide our students through challenging, key concepts and ideas.

Michael J. LaGier, PhD February 23, 2018

Reading Reframed for the Community College Classroom

When people hear I’m a professor of reading at a local community college, I’m often met with some variation of, “Really? You teach reading…in college?”

The assumption implied, of course, is that college students should already know how to read, that reading as a focus of study belongs in the elementary classroom. For most people reading this article, the fact that students struggle with collegiate-level text is not revelatory. Indeed, the office-doorway concerns swapped amongst faculty are confirmed by various reports, such as the one cited in the U.S. Department of Education’s recent review of developmental education, which noted that approximately 40% of first-year community college students enrolled in at least one developmental course in the 2011-2012 year (2017).

Sarah Hawes February 12, 2018

Creating the Space for Engaged Discussions

It’s a new academic year, and optimism and energy are in abundant supply. There are new ideas for class, new ways to engage students, and great questions to wrestle with as the intersections between past and present have rarely been so obvious. And it all goes swimmingly, it seems, until the first time we actually launch a discussion. Then those faces that seemed to be so cheerful–nodding along as we talked about how our class could be challenging, provocative, even FUN–now stare back blankly. It was as if posing a question triggered an actual electric shock that stunned them into a catatonic state. No…wait! Someone looked up. Eye contact? We look at them hopefully, ready for someone to bravely interrupt the increasingly awkward silence. They meet our gaze for a split second, their eyes widen in panic, and all of a sudden there seems to be something much more compelling to look at on the floor next to their chair. It’s as if the air goes out of the room. Everyone seemed to be on board with a discussion-based class until we actually gave them the chance to embark. Then, abandon ship.

Kevin Gannon, PhD January 8, 2018

professor and student meeting to discuss writing

Meaningful Learning through One-on-One Conferences

Graduate students frequently get the chance to meet one-on-one with their professors. Yet at the undergraduate level, especially during the first year, students rarely get that chance, unless they take the initiative to come to office hours or schedule a meeting.

This is unfortunate. I teach first-year writing, and at least once every semester, I meet one-on-one with each of my students, usually to review a draft of their first paper. My students love these conferences, partly because they offer a chance for personal contact with their instructor, and partly because the conferences provide them with uniquely meaningful feedback.

Megan Von Bergen December 11, 2017

You’re Funnier Than You Think: Using Humor in the Classroom

First, we want everyone reading this to go ahead and lower their expectations. While the two of us are big fans of comedy and using humor in many walks of life, we aren’t terribly funny ourselves. But here’s the thing: that’s sort of the point. While we’re not comedians, we use humor as a teaching tool. And so can you!

Alissa Klein and Christian Moriarty November 13, 2017

Helping Students Recognize Quality Work, Fix What Isn’t Good

How good are your students at assessing the quality of their work? Do they understand and act on the feedback you provide? I’ll wager that some students do. But the rest—they don’t know if what they’re turning in is good, not so good, or what they were supposed to do. If you ask how an assignment turned out, most students are fearfully noncommittal. The verbally confident proclaim that it’s excellent and hope you’ll remember that when you grade it. And this inability to ascertain quality and shortcomings applies to papers, essay answers, proposed solutions to open-ended messy problems, creative performances (artistic, musical, for example), and engineering and architectural projects.

Maryellen Weimer, PhD October 25, 2017

Effective Teaching Strategies

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