Teaching and Learning

The ECHO Model of Experiential Learning

As educators we hear and heed Peter McLaren’s warning, “You can’t teach people anything … You have to create a context in which they can analyze themselves and their social formations and lives.” ¹ We believe the creation of this context must be our aim as educators, and this context must be balanced between theory and practice. In our pursuit to strike this balance, we believe that experiential education has the potential to assist our fellow educators in transforming their pedagogical practices to more deeply engage their students and improve learning outcomes.

Jim La Prad and Andy Mink March 4, 2009

Large Courses and Student Expectations

Have you tried implementing some active learning strategies in a large course only to find students resisting those efforts? You put students in groups and give them some challenging discussion questions, only to see most of them sitting silently while a few make feeble comments to which no one in the group responds.

Maryellen Weimer, PhD February 24, 2009

Information Literacy: Improving Student Research Skills in a Wikipedia World

When you assign your students to write a paper, do they know where to start? Upperclassmen surely do, but what about freshmen? Left to their own devices, they’ll likely turn to Google and Wikipedia as their main research tools, and may never even set foot in the library if they can help it.

Mary Bart February 23, 2009

Another Metaphor for Teaching Excellence: Machiavelli’s The Prince

In her article, Donna Bowles offered some useful and stimulating ideas on how the film The Wizard of Oz suggests the “characteristics necessary for teaching

Paul Teverow PhD February 19, 2009

Transformative Learning: Q&A with Patricia Cranton

Transformative learning—learning that changes what students know, how much they know, and what they are able to do with that knowledge—can occur inside and outside the classroom and need not be restricted to any particular discipline.

Rob Kelly January 19, 2009

Rethinking Multiple Choice Tests for Assessing Student Learning

If you think multiple choice tests are only good to assess how well students memorized facts, it may be time to rethink your testing strategy. Although they are not appropriate for every situation, when properly developed, multiple choice tests can used to assess higher levels of thinking, including application and analysis.

Mary Bart January 14, 2009

Teaching and Learning

The ECHO Model of Experiential Learning

Large Courses and Student Expectations

Information Literacy: Improving Student Research Skills in a Wikipedia World

Another Metaphor for Teaching Excellence: Machiavelli’s The Prince

Transformative Learning: Q&A with Patricia Cranton

Rethinking Multiple Choice Tests for Assessing Student Learning

What You Need to Know When Evaluating Assessment Instruments

Top Teaching and Learning Challenges for 2009

Capstone Courses Prepare Students for Transition to Working World

Student Learning and Course Content: How Fast Do They Forget?

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