Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Articles

Embracing the Creative Side of Teaching

The longer I teach, the more I see teaching as a highly creative endeavor. Initially, a more mechanical view prevailed for me. In my earlier years as a teacher, I undertook a more formula-like approach by following a behaviorist stance of stimulus-response. If I do X, then my students would do Y, I reasoned. Of course, teaching is never that simple. There are so many intervening factors. And, there is limitless room for alternate ways to address teaching challenges.

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Patty H. Phelps, EdD March 18, 2014

What Can We Learn from Self Doubt?

I would like to be able say of my teaching: this is clearly good; this is clearly not good. I would like to be able to think: I always do things right. I would like to be certain.

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Nicola Winstanley March 17, 2014

Energize Your Classroom with Humor

Numerous studies on humor in the classroom acknowledge the important role it plays in the learning process. Humor has been reported to increase motivation, enhance the retention of new information, advance problem-solving skills, encourage creativity and critical thinking, facilitate a positive learning environment, and decrease exam anxiety (Martin, 2007). Given its importance, I’d like to suggest several ways to energize your college classroom with humor.

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Alicja Rieger PhD March 13, 2014

Learning from Our Teaching Mistakes

We regularly tell our students “Don’t be afraid to make mistakes. You can learn from your mistakes.” Most of us work hard to create classroom climates where it’s okay to make mistakes. We do that because if we’re there when the mistake is made, we can expedite the learning, and because we know that everyone else in class can learn from those mistakes.

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Maryellen Weimer, PhD March 11, 2014

Four Reasons Going All Digital Can Improve the Quality of Higher Education

I’ve been teaching composition at the college level since 1984, and have had the pleasure of working with students at several different institution types: a community college, a private college, and a research university. For 10 years, I served as writing program administrator at the University of California, Irvine, responsible for facilitating required first-year writing courses and for training new graduate students to teach composition. The first-year writing class is truly a rite of passage, a common experience for thousands of college students across the country every year.

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Lynda Haas PhD March 10, 2014

Discussion Board Assignments: Alternatives to the Question-and-Answer Format

If you’re having trouble getting students to engage in the discussion forum, perhaps it’s time to rethink how you use this tool. “Think of it as a place to foster interaction between the students through a variety of means rather than just asking them questions, although that’s great too,” says Chris Laney, professor of history and geography at Berkshire Community College.

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Rob Kelly March 7, 2014

Show the Learner Visible Signs of Their Learning

One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.

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Karl Kapp EdD March 6, 2014

Discussion Made a Difference in Student Learning

The evidence that students benefit when they talk about course content keeps mounting. In the study highlighted below, students in two sections of an introductory zoology course were learning about the physiological mechanisms of RU-486 and about emergency contraception medication. They learned about the topic in three 50-minute lecture periods. Students in both sections were given supplementary reading that reinforced the content, and they were encouraged to ask questions and discuss the content during lab. In addition, students in the experimental bioethics section read and discussed essays that addressed the social, ethical, and legal issues associated with use of emergency contraception. Students in the experimental section then discussed these readings. They managed the discussion, asking questions and raising the issues they wanted to talk about. The instructor intervened only when there was confusion about the content or when prompting and follow-up were needed to advance the discussion.

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Maryellen Weimer, PhD March 4, 2014

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