The line between collaboration and cheating is fuzzy. It’s still clear at the edges, but messy in the middle. When students are working in groups, searching for a solution to a problem, looking through possible answers for the best one, or sorting out material to include in a presentation, that’s collaboration. When one student in the group solves the problem and everyone else copies the answer, that’s cheating. When one student fails to deliver material she or he’s been assigned and the rest of the group covers, that’s cheating.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
You gaze around the classroom, recognizing that a number of students are on their cell phones. Others are on their laptops, maybe taking notes but most likely using social media. A few are blatantly working on homework or assignments for other classes. Several students in the back of the classroom are avoiding your gaze, anxiously hoping not to be noticed. One student even appears to be asleep. A small group of students at the front of the class is stressed about the upcoming assignment. Welcome to the college classroom.
We know well the many benefits of team projects, including enhanced learning outcomes, consideration of multiple perspectives, opportunities for risk-taking, development of conflict management techniques, and more. Across disciplines, we commonly require students to present their collaborative projects to their peers. These presentations can be informative for the class audience, and may also serve to reinforce the teams’ content knowledge.
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
Magna Publications is now accepting proposals for the Teaching with Technology Conference, to be held October 6–8, 2017 in Baltimore, Md.
It wouldn’t be the end of the year without a few top 10 lists. As we prepare to put 2016 in the rearview mirror, we’re offering up our own list, which goes to 11.
Throughout 2016, we published more than 200 articles. The articles covered a wide range of teaching and learning topics, including diversity and inclusion, critical thinking, peer feedback, assignment strategies, course design, flipped learning, online discussions, and grading policies.
In this post, we reveal the 11 articles that most resonated with our readers. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.
Another year, another collection of posts and comments. Another time to say thank you for your faithful readership and express grateful appreciation to Faculty Focus’ extraordinary editor, Mary Bart.
Our lives are busy, full, and boisterous. We get a sense of that when the semester ends. Oh, there’s plenty going on at home, especially this time of year, but at work it’s quiet. Classes are done, and there are only a few students left scurrying around campus. Yes, there’s grading, but that now gets done without many interruptions. For a while we relish the quiet. The sidewalks aren’t crowded. Coffee can be had in the student center without a wait. We have the library to ourselves. But then the silence turns to emptiness. What is a campus without students?
The convenience and flexibility of the online learning environment allows learners to develop new skills and further their education, regardless of where they live. However, for all of its benefits, online learning can sometimes feel isolating for students and faculty. The question is: how do you build a sense of community in your online courses? One approach involves cultivating more interaction—between you and your students and among the students themselves. Here are five practical tips for increasing the human connection in your online classrooms.
To: My Students
From: Your Professor
Re: Studying for Finals
The end of the semester is rarely pretty. You’re tired; I’m tired. You’ve got a zillion things to get done—ditto for me. You’ve also got grades hanging in the balance to be decided by how you perform on the final exam. The pressure is on, and it’s not just this course. It’s all of them.
I recently overheard a faculty member talking about students, and it wasn’t good. She sounded very much like a conference presenter whom Melanie Cooper describes in a Journal of Chemical Education editorial. The presenter’s talk had a strong “students these days” undercurrent.