Teaching and Learning Archives - Faculty Focus | Higher Ed Teaching & Learning

June 30

How Students Perceive Feedback

The following conceptions of feedback were offered by a group of students studying to become physical therapists. They were asked to recall a situation during their time in higher education when they felt they’d experienced feedback. Then they were asked a series of questions about the experience and about feedback more generally: “What is feedback? How would you describe it? How do you go about getting it? How do you use it?” (p. 924) The goal of the study was to investigate students’ conceptions of feedback. Student conceptions involve underlying personal beliefs, views, and ideas, unlike student perceptions, which explore how the feedback is understood. Analysis of transcripts from the interviews reveal four conceptions of feedback held by this student group

June 19

Professor Goldilocks and the Three Boundaries

By: Amanda J. Wyrick, PhD

Evidence of the importance of teacher-student relationships is robust. The relationship between a teacher and a student is related to many positive outcomes for the student, including academic success, improved emotional functioning, and increased well-being even after school completion. In fact, an article in The Chronicle of Higher Education reported individuals who felt more connected to a professor while they attended college were more engaged at work and identified higher levels of well-being (Carlson, 2014). The individuals reported emotional support from professors took the form of excitement for learning and a caring attitude about the student’s current well-being and future success.

June 5

Students’ Self-Fulfilling Prophecies: Five Ways to Break the Cycle

By: Melissa Wehler, PhD

Faculty are often confronted by the ghosts of educators past. In the writing intensive courses I teach, those ghosts usually manifest in one phrase: “I’m a bad writer.” This embarrassed confession bespeaks an educational experience fraught with negative beliefs and expectations, not just about their writing but about their ability to succeed in general. The phrase becomes an inescapable prophecy lurking in every writing assignment prompt. “I know I’m not going to do well on this assignment,” they explain to themselves, “I’m just not a good writer.” They do not seek help, ask questions, organize their notes, or create outlines and rough drafts of their essays because the outcome is a foregone conclusion. And of course, because they do not do these vital steps in the writing process, they receive poor grades—and the prophecy is fulfilled. From the front of the classroom, however, I can see the reality: the student is not a “bad” writer but merely under-practiced and under-prepared. But how can I help students to see it for themselves? How can I support students to move beyond negative past experiences and make positive ones? How can I empower students to break these cycles?

May 15

Using Metacognition to Reframe our Thinking about Learning Styles

By: Hillary H. Steiner, PhD, and Stephanie M. Foote, PhD

References to learning styles have become commonplace when faculty and students discuss learning experiences. Although learning styles seem to provide a useful explanation of why students perform differently on different tasks, there is a lack of methodologically sound research confirming their existence in the way they are most often described (Reiner & Willingham, 2010). In fact, most research suggests that people do not use one discrete style to learn new information but vary considerably in the methods they use to learn (Paschler, et al., 2009). Rather than relying on learning styles, focusing instead on metacognition can provide students with strategies that can be adapted and applied based on the learning environment and task. In this article, we briefly address the research on learning styles and metacognition and provide examples of activities to help students develop key metacognitive behaviors.

May 12

“Why Do I Need to Know This?”

By: Cristin Barrett

Do students ever ask you that question? As an assistant professor of mathematics at a community college, I regularly get the question. Most of my students are not mathematics majors, but are taking the class to fulfill a math requirement. I wonder if you find the question as frustrating as I do.

April 17

Literacy Levels Among College Students

By: Oliver Dreon, PhD

When I confront “problems of practice” in my teaching, I like to turn to my smart friends for advice. About a year ago, I was really confounded by my students’ trouble with reading for deep understanding. While I could see that the students were completing assigned readings, they weren’t always able to process the information deeply to analyze the concepts or apply the content to new situations. Since I don’t have much experience teaching reading, I turned to my colleague, Dr. Jennifer Shettel. Jen is a literacy professor and has run several tremendously successful close-reading workshops in our area. I figured she could give some advice. Our conversations prompted some pedagogical experimentation with different literacy-based strategies which Jen and I will be sharing in a preconference workshop at The Teaching Professor Conference this June.

male college student with stack of books

April 10

Study Strategies for Before, During, and After Class

By: Angela Zanardelli Sickler

For 10 years, I’ve been teaching study skills to college students, both individually and in the classroom. The vantage from my office offers me a clear view of students devouring information during tutoring appointments and focusing intently on the strategies shared during study skills counseling sessions. The effort and time they pour into comprehending their course material is irrefutable. However, when I ask students what they know about the lecture’s content before arriving at class, the answer is almost always the same: “Nothing.”

April 7

Fostering Student Connectedness: Building Relationships in the Classroom

By: Melissa McInnis Brown, PhD, and Teresa Starrett, EdD

A large body of research has documented how students who report strong connectedness with college instructors reap many benefits, including: better persistence (Pascarella & Terenzini, 1978), engagement (Umbach & Wawrzynski, 2005), and effort (Kuh & Hu, 2001) in college, as well as greater academic self-concept (Komarraju, Musulkin, & Bhattacharya, 2010), confidence in their ability to succeed (Vogt, Hocevar, & Hagedorn, 2007), and grade point average (Anaya & Cole, 2001; Kim & Sax, 2009). In general, the research literature supports a strong positive correlation between positive student-instructor interactions—both inside the classroom and out—and student learning and development. What is unknown, however, is whether students are aware of these benefits.

March 3

Remembering vs. Understanding

By: Pete Watkins

I don’t teach history, but I’ve always been a bit of a history and trivia buff. So, just for fun, I recently decided I wanted to memorize all the U.S. presidents in order. For the early presidents, I use a mnemonic that I learned in elementary school: “Washington And Jefferson Made Many A Joke” which refers to Washington, Adams, Jefferson, Madison, Monroe, Adams, Jackson.

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