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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?

Maryellen Weimer, PhD February 7, 2012

Using Role Play Simulations to Promote Active Learning

Role play simulation is a form of experiential learning that allows you to “cover” the same sort of topics as you would in a lecture course while moving your students from passive to active learners.

For example, I found success in using this model for a course in the domestic politics of foreign countries that I teach. Originally I lectured on political parties, election systems, leadership, major political issues, success and failure in politics in the UK. Now, with the role play model, I invite students to form teams based on political parties: Labor, Conservative and Liberal Democrats. Each team works together to assign the various responsibilities: party leader, campaign manager, fundraiser, speech writer, etc.

Laure Paquette PhD February 6, 2012

Helping Students with Disabilities Reach Their Educational Goals: Reflections and Lessons Learned

There has long been the debate as to whether college is right for everyone. I follow the school of thought that college should be open to everyone and they may decide if it is the right fit for them. The educational realm has evolved so well that many students who could not even fathom college in the past are now attending and flourishing.

Melissa Street-Caulder February 3, 2012

A Strategy for Grading Student Writing Assignments

Do you sometimes (maybe regularly) get papers from students filled with spelling, punctuation, proofreading, and other more serious grammatical problems? Yours is not an English class and you have other content to teach, making it difficult to address these writing problems. And yet leaving them unaddressed puts students in jeopardy. They may not believe us, but the fact is we still live in a culture that “sorts out” people based on their use of language and a student who can’t put together an error-free résumé or cover letter isn’t likely to get many interviews or good jobs.

Maryellen Weimer, PhD January 31, 2012

Multimedia Lectures: Tools for Improving Accessibility and Learning

College course work is meant to be challenging. The content and the vocabulary used are often unfamiliar to many students. For at-risk learners, the challenges are even greater. In some cases, these students have physical or learning disabilities that create accessibility issues, other times the challenges may be the result of the fact that they’re an international student, have anxiety issues, or a strong learning style preference that runs counter to the instructor’s style.

Mary Bart January 30, 2012

A New Kind of ‘Space’ for Quizzes

Quizzes are standard in many college classrooms, and determining how to best use this learning format generates a variety of discussion and suggestions. I, too, continue to search for ways to inspire the often dull quiz routine. In an effort to bring new strategies to the classroom and keep student engagement high, I have recently discovered a successful strategy that encourages a sense of community in class, offers students an opportunity to engage in collaborative learning, and motivates students to come to class prepared. Let me explain how it works.

Audrey L. Deterding, PhD January 26, 2012

Tips for Teaching Adult Students

With the number of non-traditional students growing, many educators have discovered that adult learners are fundamentally different than their younger counterparts in many ways. Yet, most instructors have been left to their own devices to figure out how best to reach these students who come to class with an entirely different set of challenges, demands and expectations, and generally at a much different level of maturity.

Brooks Doherty January 25, 2012

College Shares Two Professional Development Strategies

One of the main mechanisms for faculty development at Century College is the idea of teaching circles, in which five to eight faculty members work with a trained faculty facilitator to design and implement a project related to a topic chosen by the group at its initial meeting.

Rob Kelly January 24, 2012

Antidotes for the Publish or Perish Syndrome

Most universities require tenure-track faculty members to achieve in three particular domains – teaching, service, and scholarship. Scholarship provokes the most anxiety. Faculty members quickly succumb to the publish or perish syndrome; a syndrome depicted by obsessive thoughts about scholarship expectations, a frenzy to publish, restless nights, and a plethora of excuses. The antidotes cleverly identified in this article are designed to treat the publish or perish syndrome.

Mark J. Cooper PhD January 23, 2012

Enhancing Out-of-Class Communication: Students’ Top 10 Suggestions

Out-of-class communication makes student-teacher relationships more personal and contributes to student learning. It is also the wellspring for continued academic exchange and mentoring. Unfortunately, electronic consultations via email have diminished the use of in-person office hours. Although students and faculty favor email contact because it’s so efficient, interpersonal exchanges still play an important role in the learning process—much research verifies this. As teachers we have a responsibility to encourage, indeed entice, our students to meet with us face-to-face.

Bonnie Farley-Lucas PhD and Margaret Sargent PhD January 20, 2012

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