Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Teaching and Learning

The Challenge of Teaching Content When Test Stakes Are High

As educators, we share the challenge of how to teach an overwhelming amount of content in a short period of time to a sometimes motivated but often bored and listless student population. I do believe that most students enter higher education with a true desire to master their subject area. Some are even interested in learning for the sake of learning. But lectures overloaded with PowerPoint slides quickly change the motivation to extrinsic. This is especially true in fields where high-stakes testing determines future career options.

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Long-Term Benefits of Learner-Centered Instruction

Often these questions are raised about courses using learner-centered approaches: What if this is the only learner-centered course taken by the student? Is one course enough to make a difference?

There is growing evidence that courses with learner-centered approaches—those approaches that use active learning strategies to engage students directly in learning processes—enhance academic achievement and promote the development of important learning skills, such as critical thinking, problem solving, and the ability to cooperatively work with others. But does the experience of being made responsible for learning transcend that individual course?

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A New Kind of ‘Space’ for Quizzes

Quizzes are standard in many college classrooms, and determining how to best use this learning format generates a variety of discussion and suggestions. I, too, continue to search for ways to inspire the often dull quiz routine. In an effort to bring new strategies to the classroom and keep student engagement high, I have recently discovered a successful strategy that encourages a sense of community in class, offers students an opportunity to engage in collaborative learning, and motivates students to come to class prepared. Let me explain how it works.

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Deadline Reminder: Scholarly Work on Teaching and Learning Award

Have you authored a scholarly article? Or perhaps read one that is bookmarked, dog-eared, and referred to on a regular basis? If so, we want to hear about it!

The Teaching Professor and Magna Publications are seeking nominations for the Maryellen Weimer Scholarly Work on Teaching and Learning Award. Now in its fourth year, the award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices. Author(s) of the winning article will be recognized at the 2012 Teaching Professor Conference, June 1-3, 2012 in Washington D.C. and awarded a $1,000 stipend.

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Our Top 11 Most Popular Articles for 2011, part 2

It wouldn’t be the end of the year without a few top 10 lists, but this year we’re taking it one step further with the top 11 articles of 2011. Each article’s popularity ranking is based on a combination of the number of comments and shares, e-newsletter open and click-thru rates, and other reader engagement metrics.

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Our Top 11 Most Popular Articles for 2011, part 1

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 2011, we published nearly 250 articles. The articles covered a wide range of topics – from academic integrity to online course design. In a two-part series, which will run today and Wednesday, we’re revealing the top 11 articles for 2011. Each article’s popularity ranking is based on a combination of the number of comments and shares, e-newsletter open and click-thru rates, and other reader engagement metrics.

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How to Make the Most of Your Office Hours

Most faculty schedule at least three office hours per week—that’s 2,700 minutes a semester. If you have 135 students, that’s 20 minutes for each student. Even if you have 270, that’s still 10 minutes per student.

Recently I’ve been working to make the most of these 2,700 minutes of office hours. They offer prime time for one-to-one mentoring. In the process, my thinking about office hours has shifted a bit, and I’m using my office hours in more ways. Consequently I have had a greater number of students taking advantage of this learning opportunity.

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The Five R’s of Engaging Millennial Students

The first indication that the Millennial Generation may be different from previous generations is to consider how many different names we have for the generation and the people who belong to it. They’re referred to as Generation Y, Nexters, Baby Boom Echo Generation, Echo Boomers, Digital Natives, Generation Next, Generation Me and, of course, Millennials.

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