cheating on a test January 17

A Memo to Students on Cheating


Cheating among college students remains rampant. Our institutional and/or course policies aren’t stopping much of it. There are lots of reasons why, which we could debate, but the more profitable conversation is how we get students to realize that cheating hurts them. I don’t think they consider the personal consequences, so that’s the goal of this memo, framed like others that have appeared in the blog. You are welcome to revise it, make the language your own, and share it as you see fit with students. Will it stop cheating? Not likely, but it might make some students realize the consequences go well beyond getting caught.

Writing an effective syllabus January 10

As You’re Preparing the Syllabus . . .


The “find and replace” feature in Word quickly makes an old syllabus ready for a new course. Use it too many times and thinking about the course settles into a comfortable rut. Yes, we may change more than just the dates, but when was the last time we considered something beyond what needs to go on the syllabus? The literature answers that question with a few definitive conclusions and a host of possibilities. Here are some thoughts, offered with just a bit of provocation, in the hopes they might reenergize our thinking about the syllabus and what it can accomplish in the course, for students and for the teacher.

professor and student meet December 13, 2017

Priceless Gift Exchanges between Faculty and Students


Teachers and students can give each other priceless gifts. “Professor Jones changed my life!” The comment is usually followed by the story of a teacher in love with content, students, and learning. How many times have I told the story of my advisor who was the first person to suggest I could be a college professor? We love to hear and tell these stories because they are remarkable and inspiring. A student and a teacher connect during one small segment of the student’s life, yet through that tiny window of time can blow a gust strong enough to change the direction of that life.

tulips, tinfoil and teaching December 6, 2017

Tulips, Tinfoil, and Teaching


I continue to be a huge fan of personal narratives, those accounts of teaching experiences from which the author and the reader learn much. They’re scholarly, thoughtful, and intellectual. They may start with “here’s what happened to me” but that launchpad rockets the author and reader to reflection, analysis, critique, and new worlds of understanding. These pieces of scholarship are good reading, even at the end of a long day. I strongly believe that our literature on teaching and learning is being impoverished by the reluctance of so many periodicals to publish these personal narratives.

making choices - door 1, 2 or 3 November 29, 2017

Benefits of Giving Students Choices


We already do give students some choices. We let them choose paper topics, decide what to do for group projects, select subjects for artwork—and we’ve seen them struggle to make those choices. Most students don’t see selecting content as an opportunity to explore an area of interest, but rather an added burden of now trying to figure out what the teacher wants.

why do students procrastinate November 15, 2017

Examining the Unexamined: Why Do Students Procrastinate?


“Even with years of teaching experience since then [grad school TA experience], there were still areas of my pedagogy that remained as they always had been—unexamined and essentially running on autopilot.” So writes Kevin Gannon in an excellent piece on redesigning his exams (Chronicle of Higher Education, March 6, 2017). I appreciate the honesty of his admission and suspect it resonates with many of us.

Some of what’s unexamined in the practice of many faculty are what seem like intractable problems—say cramming and procrastination. Students have procrastinated for decades—some of us did when we were students and a few (?) of us still do. It’s a perennial problem for anyone who teaches, there can’t possibly be a solution or someone would have come up with it by now. In fact, that was basically the conclusion of a colleague who wrote to me recently. “My students procrastinate. It compromises the quality of their work and diminishes what they learn, but I’ve come to accept it as a given.”

professor giving a lecture November 8, 2017

What about Teacher Entitlement?


Last post on entitlement (I promise, at least for a while), but Dave Porter’s comment to the recent post on responding to entitlement identified something I’ve been thinking about but hadn’t clearly recognized—teacher entitlement. He writes that in his nearly 40 years in the classroom he’s “seen more instances of teacher ‘entitlement’ than student entitlement.” He continues, “I think clarity, mutual respect, and reciprocity have a great deal to do with the expectations teachers and students have of one another. As teachers, we create the game; it’s seems a little disingenuous to blame our students for playing it.”

Student working on assignment at library. November 1, 2017

Could Your Assignments Use a Tune-Up?


How do students think about assignments? A lot never get past the idea that they’re basically unpleasant things faculty make them do. What does interest a lot of students is finding out what the teacher wants in the assignment, not so much what the assignments asks but more seeking insight as to what the teacher “likes.” Discover that and there’s a better chance of a good grade, or so the thinking goes. Unfortunately, very few students look at an assignment and think, now there’s an interesting learning opportunity.

Student reviews assignment. October 25, 2017

Helping Students Recognize Quality Work, Fix What Isn’t Good


How good are your students at assessing the quality of their work? Do they understand and act on the feedback you provide? I’ll wager that some students do. But the rest—they don’t know if what they’re turning in is good, not so good, or what they were supposed to do. If you ask how an assignment turned out, most students are fearfully noncommittal. The verbally confident proclaim that it’s excellent and hope you’ll remember that when you grade it. And this inability to ascertain quality and shortcomings applies to papers, essay answers, proposed solutions to open-ended messy problems, creative performances (artistic, musical, for example), and engineering and architectural projects.

what does student entitlement look like? October 18, 2017

How Should We Respond to Student Entitlement?


I discovered some good literature on the student entitlement topic while preparing for the Magna Online Seminar program I’m presenting later today. Among the content areas addressed in the literature are: what entitlement is, what attitudes and beliefs are indicative of it, what’s causing it, whether it’s a recent phenomenon, how it can be measured, and what those measurements reveal. But something crucial is missing: how should faculty respond. Some sources offer hints, but I did not find any good, substantive advice. This post then is an attempt to start the conversation and to invite your insights and suggestions for dealing with these troublesome attitudes and beliefs.