Articles

Deeper Thinking about Active Learning

I keep worrying that we’re missing the boat with active learning. Here’s why. First, active learning isn’t about activity for the sake of activity. I fear we’ve gotten too fixated on the activity and aren’t as focused as we should be on the learning. We’re still obsessed with collecting teaching techniques—all those strategies, gimmicks, approaches, and things we can do to get students engaged. But what kind of engagement does the activity promote? Does it pique student interest, make them think, result in learning, and cultivate a desire to know more? Or is it more about keeping basically bored students busy?

Maryellen Weimer, PhD February 28, 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

Multiple-Choice Tests: Revisiting the Pros and Cons

Given class sizes, teaching loads, and a host of other academic responsibilities, many teachers feel as though multiple-choice tests are the only viable option. Their widespread use justifies a regular review of those features that make these tests an effective way to assess learning and ongoing consideration of those features that compromise how much learning they promote.

Maryellen Weimer, PhD February 21, 2018

Building the Ship while Sailing: Faculty Learning Communities and Technology

Dana Schutz has a visually cacophonous, 13-foot-long painting titled Building the Boat While Sailing. In reviewing the work for the New Yorker, Andrea Scott referred to it as, “an allegory for the process of making a painting.” We think this painting might also serve as an allegory for teaching, which is very much its own creative process. Even in courses with clearly stated objectives and fastidious alignment, the learning environment changes shape frequently as a given term unfolds.

Allen S. Brown and Qiaona Yu, PhD February 19, 2018

Is My Teaching Learner-Centered?

It’s hard to say—we have no definitive measures of learner-centeredness or even mutually agreed upon definitions. And yet, when we talk about it, there’s an assumption that we all understand the reference.

Teaching Professor Blog My friend Linda recently gave me a beautifully illustrated children’s book that contains nothing but questions. It reminded me how good questions, like beams of light, cut through the fog and illuminate what was once obscured. And so, to help us further explore and understand what it means to be learner-centered, I’ve generated a set of questions. For the record, these questions were not empirically developed, and they haven’t been validated in any systematic way. However, they do reflect the characteristics regularly associated with learner-centered teaching.

Maryellen Weimer, PhD February 14, 2018

Using Grace and Accountability to Uphold Course Expectations

Hello. My car caught on fire last night after leaving homecoming game. I carry my laptop everywhere I go. I’m in the process of strapping

Debbi Leialoha, PhD, Shelly Leialoha, PhD, & Sherry-Leialoha-Waipa, PhD February 13, 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

McGraw-Hill Education Expands Options to Make Course Materials More Affordable With New Rental Program

McGraw-Hill Education announced last week the latest in a series of initiatives to make course materials more affordable and effective for millions of U.S. college students by launching a new textbook and eBook rental program for its more than 250 copyright 2019 titles, as well as all future titles.

Company News February 12, 2018

Faculty Learning Communities: Making the Connection, Virtually

Technology has enabled a boom in online education. No longer does location dictate where students can take classes and/or where instructors can teach. While this increased flexibility is appealing to many, it can also lead to feelings of disconnect and isolation (Dolan, 2011). As educational leaders, we want to be able to connect with the instructors who are teaching in our programs. As faculty, we want to be included in professional development opportunities and conversations about curriculum with our peers. But how can this be accomplished when people are not available at the same time or located in the same place? Well, by using technology.

Angela Atwell, Cristina Cottom, Lisa Martino, and Sara Ombres February 9, 2018

time-saving strategies for college faculty.

Save Time and Promote Learning? Yes, You Can!

Teaching well takes time—time to prepare content and course materials, to interact with students in class, during office hours and electronically, to keep up with

Maryellen Weimer, PhD February 7, 2018

Articles

Stay Updated with Faculty Focus!

TOPICS

Stay Updated with
Faculty Focus!