Category: Improving Teaching and Learning

/ /

Helpful Hints to Improve Student Study Habits

April 18, 2019 | Emily Wasserman

Improving Teaching and Learning /

Studying, even among students in higher education, can remain an elusive skill. Part of the reason is because some students never learned properly how to study, according to a recent Washington Post article. The story includes interviews with education professionals such as Henry Roediger III, professor of psychology and brain science at Washington University in St. […]

Read More
Teaching Center logo

/

Using Video Game Technology in Foreign Language Instruction

April 17, 2019 | Emily Wasserman

Improving Teaching and Learning /

A St. Louis professor is implementing a new method to engage his students in foreign language study: Video games. Professor Simone Bregni from Saint Louis University uses video games in his class, “Intensive Italian for Gamers,” to teach students Italian language and culture. A video game enthusiast, Bregni uses about 10 different games in his course […]

Read More
Faculty Focus logo

/ /

Cognitive Science Tips for Student Memorization

April 15, 2019 | Emily Wasserman

Improving Teaching and Learning /

Teaching professionals sometimes worry that emphasizing rote memorization detracts from deeper thinking in learning, but memorization is an important part of increasing knowledge and expertise, writes Michelle Miller, professor in the Department of Psychological Sciences at Northern Arizona University, in a recent Faculty Focus story. In the article, Miller gives tips based on cognitive science […]

Read More
Chronicle of Higher Education

/ /

How to Deal with Imposter Syndrome as a Supervisor

April 11, 2019 | Emily Wasserman

Improving Teaching and Learning /

One of the most rewarding, and sometimes, challenging parts of a faculty member’s job is advising graduate students. But what happens when a faculty member suffers from imposter syndrome? Some faculty advisers have reported that they feel like an imposter when advising students on their thesis, and these feelings can be exacerbated by having other […]

Read More
Chronicle of Higher Education

/

Easier Isn’t Always Better When it Comes to Studying: Opinion

April 8, 2019 | Emily Wasserman

Improving Teaching and Learning /

“Effective learning requires a lot of hard work, and students–much like all humans–prefer things to be easy,” writes James M. Lang, professor of English and director of the D’Amour Center for Teaching Excellence at Assumption College, in a recent op-ed in The Chronicle of Higher Education. In the article, Lang focuses on interleaving, or studying […]

Read More
Faculty Focus logo

/ /

Tips for Creating a Supportive Classroom

April 2, 2019 | Emily Wasserman

Improving Teaching and Learning / Inclusive Teaching & Learning /

Twenty percent of college students nationwide report ““symptoms indicative of clinical or subclinical PTSD,” according to a 2008 study, “Prevalence, Type, Disclosure, and Severity of Adverse Life Events in College Students” (Smyth et al., 2008) cited in a recent Faculty Focus article. The study points to the need for faculty to be cognizant of challenges […]

Read More
Faculty Focus logo

/ /

Six Themes to Promote Student Learning

March 29, 2019 | Emily Wasserman

Improving Teaching and Learning /

Tyler Griffin, Ph.D., associate professor at Brigham Young University, recently shared his “six A’s” for promoting deep and lasting learning in courses in a Faculty Focus article. The big-picture themes include: Adjustments, or making minor tweaks to a course to improve student learning; Audience, or getting to know more about students and why they’re taking […]

Read More
1200 x 726

/ /

How to Prep for a Course You’ve Never Taught

March 27, 2019 | Emily Wasserman

Improving Teaching and Learning / Inclusive Teaching & Learning /

Professors, especially junior professors, sometimes get asked to teach a class that is outside their area of expertise. Faculty can prepare themselves to teach theses courses by asking and answering a series of questions, an anonymous assistant professor working toward tenures, “Junior Prof,” writes in a recent blog post on Inside Higher Ed. The question […]

Read More
Faculty Focus logo

/ /

Strategies for Flipped Instruction Time Management

March 25, 2019 | Emily Wasserman

Improving Teaching and Learning / Integrating Active Learning /

Time management can be daunting for some instructors while teaching a flipped course, but there are steps faculty can take to make sure that class sessions are well-organized, writes Robert Talbert, associate professor in the Mathematics Department at Grand Valley State University and the author of Flipped Learning: A Guide for Higher Education Faculty, in a […]

Read More
Faculty Focus logo

/ /

Advantages of Student-Led Classroom Discussions

March 14, 2019 | Emily Wasserman

Improving Teaching and Learning /

There are many discussion styles in the classroom but a student-led approach could be the best one to stimulate conversation, writes Peter Wayne Moe, Ph.D., assistant professor of English and the director of the Writing Program at Seattle Pacific University in a recent Faculty Focus article. In the story, Moe cites an example of student-led discussion […]

Read More