‘Assessmania’ and ‘Bureaupathology’
This is not a rant. As a college administrator, I am fully aware of the importance of assessment, and the bureaucratic efficiencies mandated in higher
Thomas R. McDaniel PhD
June 29, 2008
Articles
Creating and Sustaining Institution-wide Pedagogical Change
Despite increased external pressure on teaching and learning innovation, top-down, centralized strategic initiatives usually fail to produce large-scale transformational change. And the problem with smaller-scale
Rob Kelly
June 18, 2008
Approaches to Teacher Growth and Development
How do faculty approach their development as teachers? Gerlese S. Akerlind has been using a qualitative research method known as phenomenographic analysis to try to
Maryellen Weimer, PhD
June 17, 2008
The 10 Key Rules for Managing Time in Online Teaching
In my several years of teaching online I have developed a variety of time-management tools that have helped me to stay on top of my
Errol Craig Sull
June 15, 2008
Facilitating Teaching Excellence in Discipline-Specific Contexts
With regard to formal training events offered by teaching-learning centers at large universities, faculty members are often heard to say that training in pedagogy is
Ranga Venkatachary PhD
June 13, 2008
The ‘Gotta Wanna’ Principle
Quick: How do you motivate someone you don’t often see? Sound like the opening of a bad joke? Not at all. Therein lies the fundamental
Sandra Allen MA MBA
June 12, 2008
10 Things to Make the First Day (and the Rest) of the Semester Successful
I like to arrive in the classroom well before the students. It gives me time to get things organized. I create an entrance table (I use chairs or desks if there’s no table) that holds handouts for students to pick up. From day one the students learn the routine: they arrive, pick up handouts on the entrance table, and read the screen for instructions. They know what to do, and it saves time. Here’s how I recommend introducing the routine on day one…
Mary Clement EdD.
June 10, 2008
Are You as Good a Teacher as You Think?
Now there’s an article title that gets your attention — at least it got mine. The article that follows this title (reference below) is a
Maryellen Weimer, PhD
June 9, 2008
Feedback Forms for Peer Assessment in Groups
Many faculty incorporate a peer-assessment component in team projects. Because faculty aren’t present when the groups interact and therefore don’t know who’s doing what in the group, they let students provide feedback on the contributions of their group-mates. In addition to giving the teacher accurate information on which to base individual grades, the process gives students…
Maryellen Weimer, PhD
June 1, 2008
Creating a Mindset for Collaboration
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.
Roxanne Cullen
March 31, 2008
