Articles

Effective Teaching: Six Keys to Success

This particular list of characteristics appears in an excellent book that is all but unknown in the states, Learning to Teach in Higher Education, by noted scholar Paul Ramsden. In the case of what makes teaching effective, he writes, “…a great deal is known about the characteristics of effective university teaching. It is undoubtedly a complicated matter; there is no indication of one ‘best way,’ but our understanding of its essential nature is both broad and deep.” (p. 88–89). He organizes that essential knowledge into these six principles, unique for the way he relates them to students’ experiences.

Maryellen Weimer, PhD October 6, 2008

The Wizard of Oz: A Metaphor for Teaching Excellence

When reflecting on my experiences as a college professor, several themes from The Wizard of Oz often surface. This well-known story provides a metaphorical view of behaviors that I strive to achieve in my ongoing work with students. In the familiar foursome’s journey to the Emerald City, I see characteristics necessary for teaching excellence—the need to improve, fine-tune and revamp as we travel with students through courses and curricula.

Donna Bowles October 5, 2008

Telling, Doing, Making Mistakes, and Learning

This learning by doing is an excellent example and extension of Dewey’s Experiential Learning Theory, which suggests that everything occurs in a social environment. Learning is a process that includes knowledge, as facilitated and organized by the instructor, as well as, students’ previous experiences and readiness. As educators, we have a responsibility to provide students…

Tami Mysliwiec October 3, 2008

Chapter Essays as a Teaching Tool

A few years ago I added a simple assignment to my introductory sociology classes, and it has paid off in more ways than I expected. Each student writes an essay for each chapter we cover. In the essay, prepared outside of class, the student identifies what they consider the single most important concept from the chapter unit (anything in the textbook or class lecture and discussion) and then explains why they think it is important. Each student must give an example from their own life experiences that illustrates the idea and establishes its importance, and then relate it to the topic.

David Locher October 1, 2008

The Power of Putting the Students at the Center of Learning

As an instructor at a career-focused university, I thought I had experienced it all: great classes and bad classes, classes that ran smoothly and those that required firm management, classes that were a breeze and those that challenged my patience. Despite these experiences, I was unprepared for what became my best class, the one that most changed my outlook on teaching…

Henry Johnson Jr September 30, 2008

Instructional Design: Who’s Playing First in My Course?

At a symposium about teaching projects on our campus, one group of faculty presented a set of projects they had done that involved giving students control over course design issues. The projects had grown out of a reading group that studied When Students Have Power by Ira Shor. The faculty presenters said that they let students design the syllabus and that the students typically created a rigorous course that was enhanced by the student ownership. I think I’m a student- and learning-centered teacher, but I’m also a teacher who has determined essentially all the course structure. So a few days before classes started, I decided NOT to spend my last few hours before the opening of the semester organizing, selecting, and deciding on syllabus issues, but to step (off a cliff?) into a world where students have power. Would chaos ensue if I gave students power in my general chemistry class?

Bob Eierman September 29, 2008

Instructional Design: Six Strategies to Make Courses More Learner Centered Without Sacrificing Content

Concerns about covering content are legitimate, but they often block a whole family of techniques that more effectively involve students and promote learning. “I know I should do more active learning, but I have all this content to cover . . .” We routinely favor involving students but we do so understanding that the content-coverage dilemma confronts faculty with difficult decisions.

Maryellen Weimer, PhD September 27, 2008

Teaching and Learning Scholarship: An Innovative Example

As this example illustrates, scholarship doesn’t always have to take the form of articles in refereed journals and sometimes when the scholarship is pedagogical, other

Maryellen Weimer, PhD September 25, 2008

Choosing Appropriate Distance Learning Tools

Faculty need to consider learning objectives, learning styles, accessibility, cost, and available technical support when designing distance learning courses, says Laurie Hillstock, manager of distance learning at Clemson University.

Hillstock works with faculty to develop satellite, CD-ROM, and Web-based courses using a design model that is roughly 80 percent asynchronous and 20 synchronous. Within this model, instructors can…

Rob Kelly September 24, 2008

Learning Communities Link Courses, Bring Academic and Student Affairs Together

Faculty need to be very careful about how they commit their time and energy, so any potential partnership with student affairs need to be compelling

Rob Kelly September 23, 2008

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