Because we know that active engagement in collaborative projects can create a synergy among students that often surpasses what can be learned individually, we find ourselves designing assignments that create opportunities for students to collaborate and learn from one another. Also, the ability to work together in teams is a skill needed in today’s workforce. So for many reasons, assignments that foster collaboration have become essential parts of a well-designed course.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Internships are integral parts of many professional degree programs. Potentially, they make significant contributions to an educational experience. “Well-organized and carefully supervised programs enhance the student’s ability to integrate academic knowledge with practical application, improve job/career opportunities after graduation, create relevance for past and future classroom learning, develop work place social and human relations skills, and provide the opportunity for students to apply communication and problem-solving skills.” (p. 208) Deborah F. Beard identifies these contributions in an article on assessing internship experiences in the field of accounting.
A parent calls you to ask how her son is doing in your class. Her son, a first-year student, began the semester well but recently started missing class and turning in assignments late. The mother says she’s worried about him and wants to know if he’s showing up for class, how his grades are, and if he will pass your class.
Online discussions are sometimes difficult to get going, and often the students (at least at first) seem to respond too superficially, punctuated by an occasional treatise by an overeager student. Here’s how I jumpstart discussions in my family relations online course.
I work in a department that regularly enrolls 250 students in first-year classes, as do many other departments in colleges and universities. In my case, the situation is complicated by a small graduate program, too few teaching assistants, and an inability to break the larger classes into smaller sections for discussion. This makes for a very challenging teaching situation. I use groups in the large class one day per week, using activities I described previously in The Teaching Professor (March 2003). Since then, I have worked on solving the staff problem with senior undergraduate students. I call them classroom assistants (CAs).
Most academics consider Wikipedia the enemy and so forbid their students from using Wikipedia for research. But here’s a secret that they don’t want you to know—we all use Wikipedia, including those academics.
An increasing part of any academic dean’s week is fielding calls (and sometimes unannounced visits) from concerned parents. These so-called “helicopter parents” are well-known to student life professionals. In the past, they’ve called to try and influence the admissions process, to negotiate improved housing assignments, and to manage the personal lives of their children.
Blended learning is gaining momentum in higher education…and for a very good reason. According to the U.S. Department of Education, blended learning can improve learning outcomes. To achieve better learning outcomes, however, blended courses need to be carefully structured to engage learners.
Robert Badger, a professor of geology, describes the lab reports he wrote as a student in an introductory geology class. “I wrote tired, uninspired drivel, merely recounting a vague version of what the professor or teaching assistant had recited, without trying to analyze for myself what it was I had actually observed.” (p. 58) He promised himself that if he ever became a teacher he would not subject his students to “such tedious and pointless exercises.” (p. 58)
Are our students learning? Are they developing? Are we having an impact? These questions are only a small sample of those that faculty ask before, during, and after each course that they teach. Faculty often attempt to answer such questions using the evidence they have—student remarks during class and office hours, student performance on examinations or homework assignments, student comments solicited via teaching evaluations, and their own classroom observations. While these forms of evidence can be useful, such informal assessments also can be misleading, particularly because they are generally not systematic or fully representative.