Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Articles

teaching online

Promoting Learning: The Instructor’s Main Mission or a Secondary Duty?

As instructors, promoting learning is, or at least should be, our primary task. As an online instructor, I must enforce deadlines, respond to requests for accommodations, post announcements, provide guidance and clarity, assess student performance, provide feedback, and post grades. Instructors have a variety of duties inside and outside the classroom to meet the standards required by the university, yet our primary mission should remain ensuring that students are gaining new knowledge.

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study group

Peer Assessment that Improves Performance in Groups

Peer assessment in groups has been shown to effectively address a number of group process issues, but only if the peer assessment has a formative component. Many studies have shown that if peer assessment is used at the end of a group project, group members will punish their dysfunctional members—those who didn’t do work, didn’t turn work in on time, didn’t come to meetings, and didn’t do quality work—but they won’t confront those group members when they commit those dysfunctional behaviors. After-the-fact peer assessment gives the teacher input on who did and didn’t contribute in the group, but it doesn’t change what happened in that group or help students learn how to confront group member problems when they emerge.

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student studying

What’s a Good Faith Effort?

In some types of assignments, it’s the process that’s more important than the product. Journals and online discussion exchanges, even homework problems, are good examples. Students are thinking and learning as they work to sort through ideas, apply content, or figure out how to solve problems. So what the student needs to get credit for is not the product, but the process. And the way most faculty make that determination is by deciding whether the student has made a good faith effort.

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students in a circle

Using Personal Stories to Engage Students in Conversation

Engaging students in class conversation is not always an easy task. Even though we may make class participation part of their final grade, stress its importance in the syllabus, and give subtle (and not so subtle) reminders of this throughout the semester, there are always days when students simply do not want to participate in the class discussions.

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instructional risk-taking

Six Myths About a Teaching Persona

What myths about constructing a teaching persona merit review? Teachers regularly exchange general advice about how to establish an identity in the classroom. Like most

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group work project

Developing Students’ Learning Philosophies

Last year the Augustana Campus of the University of Alberta ran a pilot study to consider the efficacy of using e-portfolios to deepen students’ learning. We were interested in developing a structure that would enable us to determine how well our students were learning Augustana’s core skill requirements (writing, speaking, critical thinking, and information literacy).

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frustrated student

Dropping Scores: The Case for Hope

In “Calculating Final Course Grades: What About Dropping Scores or Offering a Replacement?” (The Teaching Professor March 2014), the editor notes that “some students … assume that course content is a breeze, [so] the first exam serve[s] as a wake-up call.” (p. 6) In two Introductory Psychology classes (150 students), I recently implemented an effective three-step strategy for getting the best out of such students (and, indeed, all students).

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Professor in classroom

Thinking about Teaching and Learning

I heard someone say today that he’s been teaching for 50 years and never really thought about his teaching. “I just go in there and teach—I don’t think about it.” And here I am having spent something like 45 years thinking a lot about my own teaching and that of everyone else. From my perspective, it’s hard to imagine teaching without thinking about it.

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one student in lecture hall

Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?

Instructors commonly cope with a missed test or failed exam (this may also apply to quizzes) by letting students drop their lowest score. Sometimes the lowest score is replaced by an extra exam or quiz. Sometimes the tests are worth different amounts, with the first test worth less, the second worth a bit more, and the third worth more than the first two—but not as much as the final.

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instructor thinking

Refresh Your Course without (Too Much) Pain and Suffering

See if this sounds familiar.

You’re scheduled to teach a course you have taught before that desperately needs revision. The content and pedagogy go back for a decade or more and are both sadly obsolete, or the grades have been abysmal and the students are threatening to revolt, or someone (the department head, a faculty committee, or you) has decided to offer the course online, or maybe you’re just bored and dread the thought of teaching it again.

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