What is student entitlement? Ask a group of teachers to define student entitlement and their answers will strike similar themes. A definition often used by researchers categorizes student entitlement as a “tendency to possess an expectation of academic success without taking personal responsibility for achieving that success.”
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
At the 2017 STEM FIT Symposium at Washington University in St. Louis, Mark McDaniel, PhD, Professor, Psychological & Brain Sciences, co-director of CIRCLE, and co-author of Make it Stick: The Science of Successful Learning (2014), presented a plenary address on how research in cognitive psychology can support effective teaching practices and improve learning. Supported by laboratory and field experiments, many of the techniques McDaniel presented from the book can be applied to most academic subjects in order to promote student learning.
Henry L. Roediger, McDaniel’s co-author, previously grouped many of these same techniques into three general principles to enhance educational practice (Roediger & Pyc, 2012). Each principle offers an opportunity to consider how to incorporate research-supported practices for sustained learning. Brief summaries of the three general principles are listed below. I have also included a few examples found within the literature of how you may incorporate these principles into your teaching:
Crowdsourcing advice for new faculty
This fall, thousands of new college teachers walked into their very own classrooms for the first time. They’ve ignored the butterflies, handled the inevitable technical malfunctions with aplomb, and learned to successfully navigate both the campus web portal and the faculty parking lot.
But there’s so much to learn, and none of it has to do with course content. They’ve had some real affirming moments, but most days feel like a race to stay a step ahead of the students. They feel like imposters … worried that their students, their colleagues, and, worst of all, their department chair will discover that they really don’t know how to teach.
Here’s a comment that’s got me thinking.
Kristie McAllum writes in Communication Education, “We have created a system that simply replaces helicopter parents with helicopter professors. . . . Through our constant availability to clarify criteria, explain instructions, provide micro-level feedback, and offer words of encouragement, we nourish millennials’ craving for continuous external affirmations of success and reduce their resilience in the face of challenges or failure.”
A colleague at another institution, “Bill,” recently contacted me with a problem. Bill’s program is under fire for low exam scores and cognitive learning achievement in one of its largest general education courses. Campus administrators had generated a variety of theories: Test items were biased against non-white students, the reading level of the required textbook was too high for this school’s population, classes were too large. Most upsetting to Bill was the speculation that his department was unqualified to teach the course!
We know that strong leaders empower and genuinely care for those whom they lead. That empowerment and care is not expressed by the words they speak, but by their everyday interactions with the people around them.
In academic settings, leaders serve as models for how faculty can more effectively empower students. If these leaders are simply calling it in, then their faculty, especially new faculty, may experience dissatisfaction in the workplace and may eventually follow those negative examples. In the online world where facial expressions and body language are not visible, it is vital that online faculty deans adopt a ‘virtual body language’ that demonstrates a genuine interest in their faculty. Here are some tips for online faculty deans that may lead to a more positive faculty experience and even stronger faculty engagement and performance.
When an exam approaches, virtually all students agree they need to study and most will, albeit with varying intensity. Most will study the same way they always have—using the strategies they think work. The question students won’t ask is: How should I study for this exam? They don’t recognize that what they need to learn can and should be studied in different ways.
Are there barriers to inclusion lurking in your courses?
After meeting at a diversity and inclusion session of the 2013 Professional and Organization Development Network (POD Network) Conference in Pittsburgh, the three of us set out to develop a tool to help faculty examine their courses through a diversity lens. We were driven by a lack of available resources that provide a practical approach to digging deep into the nuances of one’s course.
Many students struggle with college-level reading and writing assignments. Part of it is simply not knowing how to get the essentials from a text. I have been experimenting with a simple method I call GSSW: Gather, Sort, Shrink, and Wrap.
The goal of using this method is that students learn to write an essay, based on the readings, that is exemplary of organized, clear, accurate, and critical thinking.
Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or electronic exchanges. Interesting, isn’t it, how much pedagogical information is passed on and around in these very informal ways.