Careful preparation is essential to the success of an online course “to provide a positive experience for the students and to be able to maximize your time with students so that you’re not spending time on reworking things that weren’t clear up front,” says Ann Millacci, associate professor of education at the University of Cincinnati. In an interview with Online Classroom, she offered the following advice on preparing your course for your learners:
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Whether one teaches at the university, secondary, or elementary levels, all teachers encounter combative students. Mary Bart (2012) writes, “Even if you do everything right, there will be students who push your buttons.” However, many teachers struggle with how to handle disciplinary problems with these students. The following are methods that I find effective when dealing with a challenging student either in my online university classrooms or in email interactions with traditional, ground students:
Almost 800 business, engineering, education, and health services students completed a fairly typical plagiarism survey. They were asked how strongly they agreed with a statement defining plagiarism as copying text and inserting it in a paper without citing the source. They were asked how often they engaged in this specific behavior. As in many other survey studies, 75 percent of these students agreed or strongly agreed that copying text without referencing it was plagiarism. Eighty-one percent said that the behavior should result in strong punishment, and 84 percent said that they never or rarely engaged in this practice. None of those results are new or particularly surprising.
Could your students identify the most important concepts in your discipline? Do they leave your class understanding these most fundamental concepts, including the ability to reason using these concepts to answer essential questions? Do your students become critical thinkers who connect concepts and practices in your course with other courses? With their future professional lives?
I love stories; stories about life, our personal experiences, the happy and the sad. Stories teach us about how the world sometimes works and how we relate to it. When I was young, I used to love to hear my parents talk about their experiences when they were young. Their stories gave me the opportunity to learn not only about their lives, but also gave me a better understanding of my culture, the traditions of my family, and its history. In a sense, these stories gave me a better understanding of myself. Stories put into context information that would otherwise remain fragmented, pieces of this and that, thrown into a catchall closet in which items are tossed and usually hopelessly lost.
We think of praise as a good thing, even admirable. Don’t we praise our kids when they show us the drawing that they made in art class? To be anti-praise is almost like being anti-good person. We praise others in order to motivate them to improve achievement, as well as increase self-esteem. What can possibly be wrong with that?
Today concludes our countdown of the top 14 articles of 2014. On Wednesday we revealed article number 14 on down to number eight. Today’s post reveals the seven most popular articles of the year. Each article’s ranking is based on a combination of factors, including e-newsletter open and click-thru rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.
Here they are, articles 7-1, starting with number 7:
As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2014, we published approximately 225 articles. The articles covered a wide range of topics – including group work, course redesign, flipped learning, and grading strategies. In a two-part series, which runs today and Friday, we reveal the top 14 articles for 2014. Each article’s ranking is based on a combination of factors, including e-newsletter open and click-thru rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.
Today’s post lists articles 8-14, starting with number 14.
Consider this hypothetical situation: The vice president of academic affairs has just sent you a cryptic email asking you to define the impact of your faculty development center. Could you do so? What would you say? How would you measure the impact?
Reading students’ comments on official end-of-term evaluations—or worse, online at sites like RateMyProfessors.com—can be depressing, often even demoralizing. So it’s understandable that some faculty look only at the quantitative ratings; others skim the written section; and many others have vowed to never again read the public online comments. It’s simply too painful.
How else might you respond? Here are seven suggestions for soothing the sting from even the most hurtful student comments: