Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Articles

A Course Metaphor

Here’s an interesting way to refresh a course you may have taught too many times. Identify a course metaphor and use it to create a number of activities that use the metaphor to aid understanding of course content.

Read More »

The Challenge of Teaching Content When Test Stakes Are High

As educators, we share the challenge of how to teach an overwhelming amount of content in a short period of time to a sometimes motivated but often bored and listless student population. I do believe that most students enter higher education with a true desire to master their subject area. Some are even interested in learning for the sake of learning. But lectures overloaded with PowerPoint slides quickly change the motivation to extrinsic. This is especially true in fields where high-stakes testing determines future career options.

Read More »

Promoting Research While Advancing Instruction, Part 2

In Part 1, we examined several reasons why it’s important for universities to look at faculty work not in terms of the actions that are taken but rather in terms of the benefits that result. Of course, it’s one thing to say that changing how we view faculty roles can help promote research while advancing teaching; it’s another thing entirely to bring about such a massive change.

Read More »

Promoting Research while Advancing Instruction, Part 1

It’s an issue many colleges and universities are facing today: How do you expand research capacity while still preserving an institution’s traditional emphasis on effective teaching? How is it possible to improve your reputation in one of these areas without abandoning your reputation in the other? How can you expand your mission in an environment of increasingly strained budgets, greater competition among institutions (including public, private, for-profit, and virtual universities), and rigorous accountability? And how do you balance the expectation of so many legislatures and governing boards that you demonstrate student success with their simultaneous expectation that you obtain more and more external funding from sponsored research and the frequent pursuit of grants?

Read More »

To Improve Students’ Public Speaking Skills, Use The Moth

Since about 2000 I have been associated with the global organization Students in Free Enterprise (SIFE) that promotes student engagement in the communities for the betterment of our lives. SIFE is appealing because it invites teams to come, first, to their regional competitions, where each team in about 25 minutes has to impress judges (usually sponsoring firms’ upper-level management) with the team’s projects, but also with the quality of vocal and visual presentations.

Read More »

How to Respond to an Angry Student via Email

If a student sends you an angry email, keep your cool and consider the following guidelines by Victoria S. Brown, assistant professor of educational technology at Florida Atlantic University, in handling the situation:

Read More »

Practical Advice for Going from Face to Face to Online Teaching

Developing an online course based on an existing face-to-face course requires more than learning how to use the technology and loading the material into the learning management system because, as Catherine Nameth, education outreach coordinator at the University of California-Los Angeles, says, “not everything will transfer directly from the face-to-face environment to the online environment.” This transition requires the instructor to rethink and reconfigure the material and anticipate students’ needs.

Read More »

Long-Term Benefits of Learner-Centered Instruction

Often these questions are raised about courses using learner-centered approaches: What if this is the only learner-centered course taken by the student? Is one course enough to make a difference?

There is growing evidence that courses with learner-centered approaches—those approaches that use active learning strategies to engage students directly in learning processes—enhance academic achievement and promote the development of important learning skills, such as critical thinking, problem solving, and the ability to cooperatively work with others. But does the experience of being made responsible for learning transcend that individual course?

Read More »