The ending of a course deserves greater attention than it typically receives. While we have thoroughly ritualized the start of a new semester often somewhere between weeks 11 and 14, what seemed like reasonable plans are regretfully sidelined and we launch into catch-up overdrive.
Dr. Peter M. Saunders, director of Oregon State University’s Center for Teaching and Learning, has heard the horror stories, and understands why faculty were hesitant to use clickers in the early years.
Problem-based learning, the instructional approach in which carefully constructed, open-ended problems are used by groups of students to work through content to a solution, has gained a foothold in many quarters of higher education.
How often does this happen to you? You pore over students’ writing assignments, adding what you feel are insightful and encouraging comments throughout each paper. Comments you hope your students will take to heart and use to improve their writing next time around. Then you return the papers and the students quickly look at the grade and stuff the paper into their backpacks … perhaps mumbling something under their breath as they do.
When given a reading assignment, some students feel they have met their obligation if they have forced their eyes to ‘touch’ (in appropriate sequence) each
It’s important at the beginning of a course for students and their instructor to find out about each other. This exchange of information helps to create classroom climates of respect and fosters a spirit of exchange that can encourage students to ask questions, make comments, and otherwise participate in dialogue throughout the course.
Faculty who regularly use group work are always on the lookout for new and better ways of handling those behaviors that compromise group effectiveness—group members who don’t carry their weight and the negative attitudes students frequently bring with them to group work.
It’s a balancing act educators often face …how to structure interactions with students to provide appropriate levels of assistance, while encouraging them to take ownership of their learning. In preparation for an online seminar on this topic Dr. Ike Shibley, associate professor of Chemistry at Penn State – Berks, provided a few strategies for faculty to try.
Have you ever had to sit through one of those presentations that consisted of nothing more than slide after slide of bullet points? Or maybe
In a Journal of Engineering Education article (referenced below), Richard Felder and Rebecca Brent propose an instructional model that promotes the intellectual development of science
