Improving Teaching and Learning /
It’s difficult to boil teaching down to a defining moment, but for many instructors, one experience or class has shaped how they instruct students. Professors at various higher ed institutions shared these experiences in a recent article in The Chronicle of Higher Education. For example, Cathy N. Davidson, distinguished professor and founder and director of […]
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Improving Teaching and Learning /
Good teachers prioritize student learning but some students may not prioritize their own learning experience. A new article in Faculty Focus gives instructors tips for coauthoring classroom experiences with students. Author Dr. Carl S. Moore, Director of the Research Academy for Integrated Learning at the University of the District of Columbia and Certificate Faculty for […]
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Finals are quickly approaching at many universities and instructors are figuring out the best ways to gauge students’ learning. For some teachers this could take the form of a standard pen-and-paper exam, but there are other ways to assess learning, writes Kevin Gannon, a professor of history at Grand View University and director of its […]
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Mental health is a pervasive issue on college campuses that needs to be addressed by faculty members. One in four college students have a diagnosable illness, 40 percent do not seek help, 80 percent feel overwhelmed by their responsibilities, and 50 percent have become so anxious that they struggle in school, according to research conducted […]
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Improving Teaching and Learning /
There’s a difference between a challenging and a traumatic work environment in academia, Kathryn R. Wedemeyer-Strombel, a Ph.D. candidate in environmental science at the University of Texas at El Paso, and a National Science Foundation Graduate Research Fellow, writes in a recent post on the Chronicle Vitae blog. In the post, Wedemeyer-Strombel details the characteristics that […]
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It’s common for teachers to feel irritated by students’ questions now and again. But what if teachers let compassion, rather than annoyance, guide their actions in the classroom? That’s the premise set forth in a new article in The Chronicle of Higher Education. In the article, James M. Lang, professor of English and head of […]
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Thinking about thinking, or metacognition, is important as one tries to achieve more transparency in teaching. In a recent Faculty Focus article, Amy B. Mulnix, Ph.D., director of the Faculty Center at Franklin and Marshall College, shares a story about how metacognition and transparency improved her performance in the classroom. Mulnix asked first-year students in a […]
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Joshua Eyler, Director of the Center for Teaching Excellence at Rice University, has some advice for teachers: “Don’t Be scary.” Eyler in his soon-to-be-published book, “How Humans Learn: The Science and Stories Behind Effective College Teaching,” uses scientific insights to give nuanced teaching tips. A recent article in The Chronicle of Higher Education highlights five […]
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When it comes to classroom discussion quality is often more important than quantity, according to a recent article in The Chronicle of Higher Education. In the story, David Gooblar, a lecturer in the rhetoric department of the University of Iowa, writes that having students talk during class can be detrimental to the learning process if […]
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A mix of face-to-face and virtual learning could be the best method for teaching today’s students, Vickie S. Cook, an associate professor and executive director of the Center for Online Learning, Research, and Service at the University of Illinois at Springfield, said in a recent story in The Chronicle of Higher Education. The article offers a few […]
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