Here’s a list of some practical suggestions taken from a neat, “miniature guide for those who teach on how to improve student learning.” (reference below)
One of the common objections to group work is that bright, capable students are held back when they share group activities and grades with students of lesser ability. This is of concern to teachers and students. Often very good students strongly oppose group work. They worry that an ineffective group with weak or nonproductive members will compromise their grades. Many openly express the belief that they can do the activity, project, paper, or presentation better on their own and would prefer doing it that way.
Most people assume that any presentation must be accompanied by a PowerPoint. Many conferences even tell presenters that they must submit their PowerPoint slides before the show–assuming that presenters will use PowerPoint just as they assume that presenters will be wearing shoes. Yet we’ve all seen terrible PowerPoints that detract from the presentation, so much so that we’ve coined the term “PowerPoint induced sleep.”
If you have taken online courses, you have likely gained some valuable insights into what to do and what not to do as an online instructor. If you have never been an online learner, here are some lessons learned from Anna Brown, a learning technology specialist enrolled in a hybrid doctoral program in learning technologies.
As the new department chair, you are pleased when a graduate student comes to you to discuss her career. That pleasure fades, however, when you find that the conversation is not about choosing between job offers, but about a consensual affair she says she has been having with a faculty member up for tenure. The student says she had been trying to end the affair, but the faculty member has resisted, even threatening to delay her degree. Although she says she has talked to every member of her committee as well as the student advocate, she refuses to file a formal complaint or let her name be used for fear it will damage her career. However, she suggests to you that the faculty member does not deserve tenure.
If you are thinking of adding streamed audio and/or video presentations to your blended or online course, here are some things to consider.
When graded papers get a quick glance before being shoved into a backpack or deposited into the trash can on the way out of class, it’s often hard for teachers to summon the motivation to write lots of comments on papers. That’s why I was pleased to find evidence in two studies that students do value written comments on their work.
Academic leaders can have a tremendous effect on faculty satisfaction and productivity. Part of the responsibility of being an academic leader is to provide appropriate guidelines and support to foster faculty productivity throughout their careers, says Susan Robison, a psychology professor at the College of Notre Dame of Maryland. In an interview with Academic Leader, she offered the following advice on how to support faculty:
There is no question that higher education tends to get caught up in “fashionable” program innovations, and learning communities could certainly be considered an example. A great deal of research has established that, in terms of retention and persistence, first experiences in college are tremendously important.
Finding the right candidate for a faculty position is a critical decision, and selecting the right person can involve a complex search for the perfect combination of qualifications and experiences. Adding to the complexity of the process are the legal and policy issues that institutions must address to ensure a fair screening process.
