Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Teaching and Learning

Our 14 Most Popular Articles of 2014

As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2014, we published approximately 225 articles. The articles covered a wide range of topics – including group work, course redesign, flipped learning, and grading strategies. In a two-part series, which runs today and Friday, we reveal the top 14 articles for 2014. Each article’s ranking is based on a combination of factors, including e-newsletter open and click-thru rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.

Today’s post lists articles 8-14, starting with number 14.

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Reporting, Reacting, and Reflecting: Guidelines for Journal Writing

Every October, members of the Canadian Forces College’s National Security Program—a master of public administration program for senior military personnel and senior public service professionals—have the opportunity (and privilege) to travel to Ottawa to meet with high-level policy practitioners. The intent of the trip is to allow our students to compare what their in-class readings have taught them about governance and executive leadership with what actually happens in the national capital on a daily basis.

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Threshold Concepts: Portals to New Ways of Thinking

“A threshold concept is discipline-specific, focuses on understanding of the subject and … has the ability to transform learners’ views of the content.” (Zepke, p. 98) It’s not the same as a core concept, although that’s a useful place to first put the idea. “A core concept is a conceptual ‘building block’ that progresses understanding of the subject; it has to be understood, but it does not necessarily lead to a qualitative different view of the subject matter.” (Meyer and Land, p. 4)

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The Blessings and Benefits of Using Guest Lecturers

As we face the perpetual challenge of keeping each class session fresh and interactive, I suggest we consider an old idea that never really got stale. Inviting guest lecturers to your classroom has benefits for your learners, for you, and for the guest lecturers. Learners of all ages and experience levels are hungry for variety, and seeing a new face in front of the room can liven up the class; but there are also deeper pedagogical reasons for using guest lecturers. Here are a few to consider.

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Lecture Continues as the Dominant Instructional Strategy, Study Finds

Researchers Daniel Smith and Thomas Valentine begin by making an important point. At two-year colleges “the classroom serves as the epicenter of involvement.” (p. 134) The same could be said for commuter campuses as well. Students who attend two-year colleges often do so part-time and regularly do so combining school with work, family, and a host of other responsibilities. The same can increasingly be said of many students who commute to campus to take classes. At many institutions students now spend considerably less time on campus, and so if they are to be engaged with academic life, that involvement pretty much begins and ends in the classroom. So, are faculty using instructional techniques that do involve students in the classroom?

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Texting in Class: Extent, Attitudes, Other Interesting Information

People text almost everywhere nowadays, and so it shouldn’t surprise us that students are doing it in class. In this study of almost 300 marketing majors at two different universities, 98 percent reported that they texted during class. They reported receiving just about as many texts as they sent. Perhaps most troubling in these findings were students’ attitudes about texting. Here’s a sample:

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Academic Integrity: Defining Originality across Campus

The faculty members in the chemistry department are confused.

Last semester, the campus teaching center held a series of workshops to get faculty more familiar with the anti-plagiarism tool that the university adopted and linked into everyone’s online course environment. The teaching center showed everyone who attended the training sessions 51 ways that they could help to catch cheaters, based on research conducted by two researchers at the University of Texas’ Telecampus (McNabb and Anderson, 2009). But the 51 strategies are not why the chemistry faculty are confused.

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Group Work Challenge: Assessing Team Members

Teachers who use group work frequently incorporate some sort of peer assessment activity as a means of encouraging productive interactions within the group. If part of the grade for the group work depends on an assessment by fellow group members, students tend to take their contributions to the group more seriously. Often teachers use some sort of point distribution system where a given number of points must be divided among members, and they cannot be distributed equally. The problem with these systems is that the feedback they provide lacks specificity. Students don’t know what they are doing that accounts for the score they’ve received, and this makes improvement less likely.

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