Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Articles

Is There Too Much Interaction in Your Online Courses?

Interaction has always been seen as a key component of an online course. Whether it is student-student or student-teacher interaction, the ability to discuss and exchange ideas has long been considered to be the piece that adds value to an online course, keeping it from becoming simply the posting of written course material on a web page, the digital equivalent of a correspondence course. In fact, many programs promote the highly interactive nature of their curriculum as evidence of its educational value.

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Thoughts on Student Engagement in the College Classroom

Finding ways to actively engage your students can significantly enhance student learning. In an email interview with The Teaching Professor, Alice Cassidy PhD explains how to select and implement active learning techniques that are well suited to your content and students.

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Eight Lessons about Student Learning and What They Mean for You

A new edition of a classic book on the curriculum suggests eight lessons from the learning literature with implications for course and curriculum planning. Any list like this tends to simplify a lot of complicated research and offer generalizations that apply most, but certainly not all, of the time. Despite these caveats, lists like this are valuable. They give busy faculty a sense of the landscape and offer principles that can guide decision making, in this case about courses and curricula.

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Effective Uses of Video in the Online Classroom

How do you explain the learning objectives for your course, or each unit of your course? If you’re like most faculty, you probably put together a carefully crafted bulleted list of what you want students to learn. And, if you’re like most faculty, you probably know that most students give that list a cursory glance at best.

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Student Entitlement: Six Ways to Respond

Student entitlement can be defined academically: “a self-centered disposition characterized by a general disregard for traditional faculty relationship boundaries and authority” (p. 198), or it can be described more functionally: “a sense that they [students] deserve what they want because they want it and want it now.” (p. 197)

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Helping Online Students Connect with Business Leaders

Providing students with mentors can be an effective way for students to learn directly from experts in real-world situations. It’s a technique used widely in face-to-face courses, and it can work in online courses as well. Al Widman, professor of management and business administration at Berkeley College, has matched students with practitioner mentors in his online undergraduate non-profit management course.

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Do’s and Don’ts for Promoting Academic Integrity

Donald McCabe’ s 2005 article “Cheating Among College And University Students: A North American Perspective” is often cited for its sobering statistics regarding the prevalence of cheating in higher education.

The numbers are alarming and do require a serious response, but have you ever turned the numbers upside down? For example, if 42 percent of college students admit to working with others on individual assignments, that means 58 percent aren’t getting help from others and those students would like you to do something about the 42 percent. If 38 percent admit to plagiarizing, that means 62 percent aren’t plagiarizing and those students expect you to do something about the 38 percent.

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The Front Row: A Small Group Feel in a Large Class

Frustrated with the traditional lecture format in an upper-level chemistry class that enrolled more than 100 students, and envious of my teaching assistants who spent time in small recitations working on problem solving with my students, I designed an approach I call the “The Front Row.” It brings a small group feel into a large classroom.

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Ensuring Online Course Quality Requires Constant Vigilance

Online programs are under a microscope. Some school faculty and administrators are concerned with maintaining academic quality, while others have already identified problems with quality and integrity. Negative media exposure has caused accreditors and other stakeholders to scrutinize online learning, and college and university administrators know that they need to respond.

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