Articles

Assumptions about Setting the Right Classroom Climate

For quite some time now I’ve been interested in a widely held set of assumptions faculty make about the need to assert control at the beginning of a course. The argument goes something like this: When a course starts, the teacher needs to set the rules and clearly establish who’s in charge. If the course goes well, meaning students abide by the rules and do not challenge the teacher’s authority, then the teacher can gradually ease up and be a bit looser about the rules.

Maryellen Weimer, PhD September 2, 2009

Reading Assignment Strategies that Encourage Deep Learning

When given a reading assignment, some students feel they have met their obligation if they have forced their eyes to ‘touch’ (in appropriate sequence) each

Maryellen Weimer, PhD September 1, 2009

Using Rubrics to Improve Online Teaching, Learning, and Retention

I have always enjoyed teaching in the classroom environment. There is something special about watching a student’s eyes light up as a new concept changes perceptions. When I first taught in the online environment, I wondered how I would communicate with students without seeing them in person. Would they get my assignments? Would they understand the requirements? Could they produce the level of work I expected? Could we overcome the potential miscommunications of the written word?

Cindy Rippe August 31, 2009

11 Tips for Setting the Tone in Your Online Course

The cliché that you only get one chance to make a first impression is especially true when you teach online. Each item you post—email, discussion message, announcement, etc.—must be created with much thought, and none is more important than the first post to your class.

Errol Craig Sull August 27, 2009

Finding the ‘Sweet Spot’ of Teaching and Learning

Avid golfers and baseball players often talk about the elusive “sweet spot.” Find it, and you can make the ball go exactly where you want it to go, almost effortlessly. There’s a sweet spot to teaching, too. And, just like in sports, it takes a little experimentation to find and is a thing of beauty when you get it right.

Mary Bart August 26, 2009

Eight Ways to Support Faculty Needs with a Virtual Teaching & Learning Center

Teaching and learning support professionals, particularly those who must perform miracles as a “Department of One,” can have one of the most challenging jobs on campus. They not only support the course design, content delivery strategies, technology integration, and training/orientation for faculty and students in online learning programs (asynchronous and synchronous formats), but they also support all other teaching/learning needs for classroom, blended, and any other teaching environment. This professional may be an instructional designer, an educational technologist, or very often, a designated faculty member with some or all of these skills.

Kathleen MacDonald August 25, 2009

Using the Syllabus to Create an Engaging Classroom Climate

It’s important at the beginning of a course for students and their instructor to find out about each other. This exchange of information helps to create classroom climates of respect and fosters a spirit of exchange that can encourage students to ask questions, make comments, and otherwise participate in dialogue throughout the course.

Maryellen Weimer, PhD August 24, 2009

Tenure-track Positions Continue to Feel the Pinch

As college teachers, most of us know that the profession is changing, but we aren’t always as up on the details as we should be.

Maryellen Weimer, PhD August 20, 2009

The Pietas of Teaching

Recently, I encountered a snag in my teaching. Unlike past difficulties connected to particular classroom challenges, this one was more pervasive. For several months I contemplated the cause of this “bigger” dilemma. Upon reflection it became evident that my off-balance feeling was linked to the pietas of teaching.

Patty H. Phelps, EdD August 19, 2009

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