Teaching and Learning

Honoring and Challenging Students’ Beliefs

Students walk into college classrooms with values and beliefs that are nonnegotiable. They do not see themselves as broken vessels, blank slates, or empty cups ready for filling. Many students whom I have encountered accept that they may not know everything, but they still seek affirmation that their experiences and beliefs are valid. In any course, there is room for students to doubt and dismiss ideas that contradict what they hold most dear. As educators, we must consider their starting points in order for our dialogues with them to be more authentic.

Natasha Flowers PhD October 11, 2012

'Grading Motivates Learning' and Other Dead Ideas in Teaching

In her 2010 presidential address to the Midwest Sociological Society (a published version of the speech is referenced below), Diane Pike proposed three ideas about teaching that she says are dead. She borrows the concept of “dead ideas” from a book by Matt Miller, The Tyranny of Dead Ideas: Letting Go of the Old Ways of Thinking to Unleash New Prosperity (2009). Pike explains, “Ideas are dead because they are no longer correct, if they ever were. They are tyranny because we cling to them despite the evidence. Thus, we fail to act as we should.” (p. 2) Here are highlights from the three dead ideas Pike discusses in her speech.

Maryellen Weimer, PhD October 4, 2012

Active Listening: Seven Ways to Help Students Listen, Not Just Hear

The title of Nadine Dolby’s recent piece in the Chronicle of Higher Education makes a great point about teaching that often goes unspoken: “There’s no learning when nobody’s listening.” It seems to me that most of us take this for granted. How many of us take steps to ensure our students are not only hearing the words uttered during our classes, but actually listening to them. Should we? And what might this entail?

Isis Artze-Vega EdD October 1, 2012

A Call for Engaged Teaching

As I left my desk to attend the faculty development workshop, I picked up four thank-you cards for the rotations program, a report to read, and a newsletter to edit. I’ve been to dozens of development seminars, and I’ve learned to be prepared with something else to do in case the presenter is mind-numbingly boring. The pleasant surprise of the morning was that the speaker engaged us in learning for more than three hours! How did he do that?

Mary E. Berg September 25, 2012

Teaching Research and Writing Skills: Not Just for Introductory Courses

Most professors want students to know how to research and write in their fields. In fact, many degree programs now have introductory courses for majors with content that addresses these research and writing basics. However, the assumption that students learn everything they need in one course is a faulty one. All of us who teach courses for majors need to regularly revisit this content if students are to develop these research and writing abilities. Let me be specific and suggest six things professors can do that help students improve in both areas.

Kevin Brown, PhD September 18, 2012

Using “Frameworks” to Enhance Teaching and Learning

I want to explain the use of what I call “frameworks” in my college teaching. I have used them during nine years of teaching graduate and undergraduate classes, and my students tell me that they are particularly helpful. Although I teach in Utica College’s Education program, this tool has application across a broad number of disciplines and courses at a variety of levels.

Patrice W. Hallock PhD September 17, 2012

How Accurately Do Students Track Their Participation?

Grading participation presents a number of challenges. If instructors rely on their sense of who participated, how often, and in what ways, that can be a pretty subjective measure. After all, besides noting who’s contributing, the instructor needs to listen to what the student is saying, and frame a response while keeping the larger discussion context in mind. Is the discussion staying on track? Are there points that have yet to be made? If instructors opt for a more objective system, they face the cumbersome task of comment counting during the actual discussion. While listening to the student, the instructor must find the student’s name and record the comment. It requires a challenging set of multitasking skills.

Maryellen Weimer, PhD September 4, 2012

Do Attendance Policies Influence Student Learning?

Most college teachers don’t need research results to confirm that class attendance is a problem for many students. Some skip occasionally, others regularly; and some we see for the first time on exam days. Most faculty believe that students learn the material much better when they regularly attend class, and hence policies that require attendance are now the norm in many (could we say most?) classrooms.

Maryellen Weimer, PhD August 21, 2012

The Elusive Benefits of Study Groups

Faculty often recommend study groups to students, especially in large courses or in courses where students typically struggle with the material. “You’ll do better on exams in this course if you work together with some other students.” Beyond these verbal recommendations or some description of the benefits of study groups in the syllabus, most faculty leave the formation and activities of study groups entirely up to students.

Maryellen Weimer, PhD August 9, 2012

Understanding Adult Learners’ Needs

Understanding learner needs is essential for providing quality education. One approach to understand learner needs is through the use of student evaluation questionnaires which allow us to collate student feedback or suggestions. A common argument against the use of student evaluations is that students do not know their own needs. However, many studies have shown student feedback/suggestions to be reliable and valid. If we do not even attempt to understand their needs, we may fail to recognize the support they require to be successful.

Nachamma Sockalingam PhD August 6, 2012

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