climate for learning: affective feedback June 11

Taking the Class Temperature: Cognitive and Affective Feedback

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“Are students getting it? How do I know?” Instructors answer these questions through a variety of assessments, from small, informal methods such as asking students if they have questions, to formal, graded methods such as multiple-choice exams and research papers. These assessments provide cognitive feedback, whether in the form of a score, a correction, lack of an answer, or an abundance of questions. But is that the whole picture? While these assessments can help us gauge how well students are “getting it,” it often fails to explain why or why not.


leveraging social issues June 8

Leveraging Social and Political Issues to Promote Student Engagement, Improve Writing Skills

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“Your students are failing because you are failing them.” These words can cut to the core of any professional educator who strives for excellence in teaching and learning. However, hidden within that criticism is a more useful message: “To help them succeed, you must inspire their imaginations and capture their attention through meaningful and creative engagement within the classroom.”

As English composition instructors, we are tasked with teaching students how to effectively express themselves through writing as well as understand why that’s such an important skill. Oftentimes this is executed by teaching out of a required textbook that addresses the various functions of writing. However, to make the writing assignments more interesting, teachers should consider allowing students to choose topics or, at the very least, assigning ones that hold current relevance.


inclusive classroom May 21

Five Ways to Promote a More Inclusive Classroom

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The graduation gap continues to exist between traditional and nontraditional students. Although the classroom experience has not been the focus of most institutions’ retention and persistence efforts, faculty can and do play a major role for improving the retention and success of all students. It’s a topic covered extensively in my new book, Creating the Path to Success in the Classroom: Teaching to Close the Graduation Gap for Minority, First-Generation, and Academically Unprepared Students, released earlier this month. While recognizing that there are no easy answers, I offer ideas that can be incorporated in, or modified to align with, faculty’s existing teaching methods. Following are a few excerpts from chapter two, where I suggest five steps for promoting an inclusive classroom:


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?



why do students plagiarize April 16

Three Keys to Stopping Plagiarism

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Although there are software-based services that can help instructors check the originality of student writing and discourage students from deliberately copying the work of others, many instances of plagiarism stem not from a willful disregard of the rules but from simple ignorance of them.

Elizabeth Kleinfeld, an English instructor and director of the writing center at Metropolitan State University of Denver, has studied plagiarism and students’ use of sources for the last seven years, mostly among students in first-year writing courses. She has found that many students don’t understand the differences between paraphrasing, summarizing, and plagiarism.



teaching professional track students April 2

Helping Professional-Track Students Succeed

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Today’s students enroll in college with expectations of a smooth and direct path to graduation, only to discover that professional track programs can be inflexible, challenging, and prescriptive. Programs such as nursing, dental hygiene, physical therapy, occupational therapy, veterinary technology, and others are governed by rigorous accreditation standards. Colleges and universities must adhere to the standards developed by the respective governing bodies; however, many of the standards are in direct conflict with how some students learn and absorb knowledge and do not take into account learning preferences, teaching styles, and student/faculty personalities. With accelerated programs popping up all over the country, how can we maintain high accreditation standards yet be flexible enough to meet the learning needs of today’s professional track student?


ineffective question prompts February 26

“Everybody with Me?” and Other Not-so-useful Questions

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“Any questions?” “Is everybody with me?” “Does this make sense?” I have asked my students these vague types of questions many times and the most common response was…silence. But how should I interpret the silence? Perhaps the students understand everything completely and therefore have no questions. Maybe they have questions but are afraid to ask them out of fear of looking stupid. Or it could mean that they are so lost they don’t even know what to ask! Only our boldest students would say; “Um, you lost me 10 minutes ago, can you repeat the whole thing again?”