Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Articles

Our Top 13 Teaching and Learning Articles of 2013

As 2013 draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the past year. During the course of the year, we published more than 250 articles on a full range of topics of interest to today’s college educators.

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A Quiz Design that Motivates Students

Many faculty members use quizzes to keep students prepared and present in class. The approach often tends to be punitive, however, motivating students by extrinsic means. Karen Braun and Drew Sellers, who teach beginning accounting courses, wanted to use quizzes in the usual ways—to get students coming to class having done the reading, to arrive in class on time, and to participate in class discussion, but they wanted their quizzes to be more about intrinsic motivation and less about assessment. How did they achieve that objective? They incorporated a number of “motivational” design features into their use of quizzes.

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Blended Learning: Integrating Online and Face-to-Face Courses

Blended learning entails more than simply replacing class time with online course elements or supplementing an online course with face-to-face meetings. To be successful, the online and face-to-face modes need to be integrated by taking into account the learning objectives and the affordances of each mode and deliberately linking what occurs in each mode.

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Three Ways to Help Students Become More Metacognitively Aware

Metacognition is about being able to successfully plan, monitor, and evaluate your learning. It’s not a skill that can be listed as a strength by most of our students. Few have encountered themselves as learners. They don’t have an expansive repertoire of study strategies. They don’t often think about alternatives when the studying isn’t going all that well. And most don’t evaluate how well they learned beyond the grade they receive. It’s something else that concerned teachers need to worry about while teaching students.

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Why I Love Conferencing Online with My Traditional Classroom Students

A few weeks ago, I had to accompany my husband out of town for a week of medical tests. That meant my presence was required in two places at once: in my classroom and at the hospital. I didn’t want to cancel classes, so I decided to try something new. I arranged to meet with each of my students online for about 15 minutes to discuss the first draft of their first composition paper.

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Modeling Scholarly Practice Using Your Syllabus

I recently attended the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL). The conference allowed me to reflect on questions about the scholarship and practice of teaching and learning, and it fueled thoughts that eventually led to this article on how we might go about modeling scholarly practice.

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Start-Up Anxiety: Professor Shares His Fears as a New Semester Begins

It is 6:00 a.m., Tuesday, August 28. My first day of class is this Thursday. It’s the end of summer, and once again, I am nervous about teaching. I just woke up from a bad dream. I was standing in front of a new class, totally unprepared. I think I had my clothes on, but there was nothing—I mean nothing—in my head.

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