meta-teaching December 10

The First Day of Class: Using ‘Meta-Teaching’ to Help Students Adjust and Engage

By:

I taught my first class in 1992. At the time, I was young, eager to teach, and woefully unprepared to deal with an 8:00 a.m. general education class at a mid-sized regional university. I naively anticipated walking into the classroom, putting down my stuff, and fielding provocative and interesting questions from students about the topics we were about to cover in our Introduction to Psychology course.


students texting November 30

Teaching Students about Their Digital Footprints

By:

Our students live in an online world. They’re emotionally and physically attached to their devices and many of their relationships exist within technology. As educators, there are many ways that we have had to adapt to this changing landscape of communication within our teaching, and when I look around my institution, I think we’re doing a remarkable job at keeping up with the rapid pace of change.


study group in library November 28

Five Ways to Teach Students to Be Learning Centered, Too

By:

Have you ever wondered if your students are as concerned about their learning as you are? If you prioritize student learning, you may be the only person in your classroom with that goal. Learning-centered teachers seek to coauthor classroom experiences with their students, whereas students may seek only to be taught passively. How might you inspire your students to share accountability for their learning? These five considerations can help you teach your students to be learning centered, too.


November 1

Teaching Through Community-Based Projects

By:

In my teaching experience I have come to the conclusion that many college students are unaware of the cultural differences and social issues in their communities. I have also realized that some teachers are often limited in delivering academic content inside the classroom, which might prevent learners from contextualizing the knowledge in real-life situations. Therefore, helping students understand that there is a relevant relationship between their professional skills and their role as citizens within their communities is important. The purpose of including community-based projects in your syllabi is to instill in students a sense of social responsibility and cultural awareness at an early stage in their professional life.


Supid letter October 22

A Stupid Letter to My Student

By:

Stupid.

This word was spoken triumphantly and repeatedly as self-speak by a talented pre-service, k-12 special education teacher during my course Library Resources for Children. Until I heard her say it several times through the semester, I hadn’t seen how one word can hold an entire teaching philosophy. I hadn’t considered how the power of that word multiplies when it takes the form of self-speak. I hadn’t realized how much it scared me to think that that word might follow her into a k-12 classroom.

When I learned that my own teaching philosophy existed on the pinhead of a single word whenever I’ve thought it at myself, I needed to send to this email to that amazing up-and-coming teacher:




pre-licensure testing October 9

Proactively Equipping Beginning Principal Preparation Students with Pre-Licensure Testing Strategies

By:

Presently, 40 states have adopted a full or partial interpretation of the Educational Leadership Consortium Council (ELLC) standards (Vogel & Weiler, 2014). Principal preparation programs must fully integrate these standards into their course curriculum, if their driving force is student success. It is anticipated that by adhering to ELCC standards, accredited CAEP principal preparation programs are naturally employing the most current leadership knowledge and best leadership practices throughout their coursework (Vogel & Weiler, 2014).


illusions of fluency October 8

Disrupting Illusions of Fluency

By:

No matter the academic discipline, course level, or time of day, the last five minutes of class often present instructors with a challenge and an opportunity. The challenge is maintaining students’ interest. Disrupting “illusions of fluency” is the opportunity. The term refers to misjudging the depth of what one knows (Carey 2015). Further, it describes the belief that a mastery over something has been achieved, when actually it has not (Lang 2016). The final class minutes can be best spent constructively assessing levels of student learning and understanding of course material.


Curriculum to Career October 2

From Curriculum to Career: Connecting Curriculum Outcomes to Future Careers

By:

Students often arrive at university level instruction with some idea of their future employment direction. It is important for university instructors to seize their student’s career enthusiasm and foster a connection between the curriculum and potential future career applications. Providing students with an opportunity to connect their classroom learning, (online or face-to-face) with workplace relevance will result in many positive learning outcomes such as motivation, grit, and career goal setting. As stated by Schwartz, Gregg, and McKee (2018) “Guidance and information focused on careers should be included throughout one’s undergraduate experience” (p. 51). To integrate career content into the classroom the following tips are suggested: integrating career focused topics in discussions and activities; using and integrating services offered by career resource centers; including guest speakers; and incorporating additional online career resources. These strategies help foster a connection between course material and professions and careers students may be considering.