internship learning contract May 18

Using Appreciative Inquiry with Internship Learning Contracts

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Appreciative Inquiry (AI) is a conceptual framework that intentionally asks positive questions as a process to create shared meaning among participants by integrating stories that focus on success, possibilities, and achievement. The approach can be transformational for students, especially those who are engaged in internships, practicums, and/or capstone projects. The basic tenet is to generate awareness of strengths through appreciative dialogues while implementing strategies that align with individual and organizational desired outcomes and goals. The initiative occurs first between the student and the seminar instructor and then later expands to include others, such as practicum/internship site supervisors, co-workers, and clients.


student-led study groups May 16

The Benefits of Study Groups

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Maybe we should be making a stronger pitch for student-led study groups. There’s all sorts of research documenting how students can learn from each other. But, as regularly noted here and elsewhere, that learning doesn’t happen automatically, and some of us worry that it’s not likely to occur in a study group where there’s no supervision and distractions abound. Recent findings should encourage us to give study groups a second look.


Strategies for Discussing Religion in Secular Studies Classes May 14

Strategies for Discussing Religion in Secular Studies Classes

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Religion. Faith. Spirituality. Some faculty may view these phenomena as significant influences on the human experience, others as challenges to intellectualism and the scientific method. There are also academics who struggle with their position, perceiving the power embedded in these ideologies and practices as potentially beneficial as well as restrictive. Most would agree that theology elicits a range of strong and often-personal reactions. Why, then, would faculty teaching secular studies courses want to raise the topic of religion in their classes when they could play it safe and leave the subject entirely to the specialists, their colleagues in religious studies?



talking with students about cheating May 9

Cheating: Can We Be Doing More to Promote Academic Integrity?

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The most common approach to cheating involves trying to prevent it—multiple versions of a test, roving observation during tests, software that detects plagiarism, policies that prohibit it.  However, if we look at cheating across the board, what we’re doing to stop it hasn’t been all that successful. Depending on the study, the percentage of students who say they’ve cheated runs between 50% and 90% with more results falling on the high side of that range. Can we be doing more? Here are some ideas.



tips for better web meetings May 4

Ten Tips for Hosting a Web Meeting

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I’ve been working in the Innovation in Learning Center at the University of South Alabama since 2012, helping faculty use technology to improve their learning outcomes. During that time, I’ve found web conferencing situations to be some of my most rewarding and frustrating experiences. Web conferencing applications enable instructors to extend the benefits of live classroom interaction into online spaces. They also allow students to meet together online as they collaborate and grow in their knowledge and skills. When it all comes together, it’s a beautiful thing.


learning objectives May 2

Learning Objectives: Where We Start and Where We End

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On the surface, learning objectives don’t seem all that complicated. You begin with an objective or you can work backwards from the desired outcome. Then you select an activity or assignment that accomplishes the objective or outcome. After completion of the activity or assignment, you assess to discover if students did in fact learn what was proposed. All that’s very appropriate. Teachers should be clear about what students need to know and be able to do when a course ends. But too often that’s where it stops. We don’t go any further in our thinking about our learning objectives. There’s another, more challenging, set of questions that also merit our attention.


Responding to microaggressions in college classroom April 30

Responding to Microaggressions in the Classroom: Taking ACTION

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The term “microaggression” was coined in 1970 to name relatively slight, subtle, and often unintentional offenses that cause harm (Pierce, 1970). Since then, a substantial body of research on microaggressions has demonstrated their prevalence and harmful effects (Boysen, 2012; Solorzan, et. al., 2010; Suárez-Orozco, et. al., 2015; Sue, 2010).


student presentations April 27

Learning to Fail or Failing to Teach?

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I recently took a position with a new institution and was asked to teach a senior seminar course. I determined that the best method for the students to show synthesis of knowledge was for them to develop a series of presentations investigating topics, problems, or issues in the field of kinesiology. The students were tasked with investigating and developing solutions from the current body of research. The first semester I taught the course, students were given a checklist of requirements and rubric for each presentation. I spent a short amount of time discussing the presentations during class and answering any questions students had. After each presentation they received their rubric and written feedback on their performance. As you can see in the table, the average grade actually went down with each presentation students gave during my first semester teaching the course.