Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Articles

Students on the Go: What’s an Instructor to Do?

Mobile learning is defined as any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.

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Teaching Undergraduate Research: A Unique Model

Teaching undergraduate research when laboratories are involved is a time-consuming and costly endeavor, especially at those institutions without graduate assistants. One faculty member working alongside two or three students for four hours a week for one credit isn’t a particularly viable approach. For faculty who use undergrads to support their research programs, this approach slows down productivity as proficient students graduate and new ones must be trained in an unending cycle.

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Preparing Your Online Students for the Tough Weeks Ahead

Our courses are rolled out to online students with assignments scheduled for each week. Some of these assignments are relatively easy, meaning there will be weeks that are “light” in terms of scheduled assignments, while others will be “killer” weeks because of especially difficult assignments and/or a large number of assignments. While you need to prepare students to do all the assignments, it is especially important that you pre-assist them for those killer weeks. If you don’t do this, their anxiety can markedly increase, their involvement in and enthusiasm for the course can decrease, and you can lose them altogether.

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Dealing with Problem Faculty in Seven Not-So-Easy Steps

Much attention has been given to the “difficult” or “disruptive” student, and rightly so. However, colleges and universities aren’t just institutions of learning, they’re workplaces as well. And like any workplace, there are colleagues who are a joy to work with, and there are colleagues who can poison an entire department.

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Peer-Led Team Learning Model Yields Impressive Results

Evidence that students can learn from each other continues to grow. The quality of some of the research documenting that fact is impressive. Here are highlights from a study in which peers were used to facilitate discussion groups in a large general chemistry course.

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Teaching Strategies That Help Students Learn How to Learn

What skills do you wish your students had prior to taking your course? Reading comprehension, time management, listening, note-taking, critical thinking, test-taking? Let’s face it, most students could benefit from taking a course in learning how to learn. But who wants to take a study skills class?

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Could We Hear from Someone Else, Please?

Generating participation in a large class discussion is fraught with teaching land mines. We can call on people who raise their hands, but too often it is always the same people. We can ask to hear from someone else and risk offending those who have been volunteering, so that there are even fewer hands. We can call on people randomly and risk embarrassing those who aren’t prepared or don’t understand. Maybe that will motivate them to prepare, or it may just be reflected in our teaching evaluations. I’d like to share an exercise that broadens class participation and offers a way around these potential risks.

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Teaching Risk-Taking in the College Classroom

Are your students too conservative? I don’t mean their politics—I’m talking about their attitudes toward ideas and actions that are new, difficult, or complicated. Many of my writing students are conservative learners: they worry about grades and want to “play it safe,” they don’t take time to imagine alternatives, or they have low skill or confidence levels that reduce their abilities to try new things. And sometimes my own teaching or grading practices undermine my invitations to take the intellectual risks that are crucial to student learning.

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When Faculty and Student Expectations Collide

“It is a story replicated in many history classrooms during the semester. Students have once again done poorly on an assignment or exam. Their essays are the sites of massive, undifferentiated data dumps. They have paraphrased primary sources instead of analyzing them, ignored argumentation, confused past and present, and failed completely to grasp the ‘otherness’ of a different era.” (p. 1211)

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