The latest issue of Teaching Professor has articles on the following topics (and if you like any of these and want them to be a focus of one of my Teach Talk faculty discussions for spring, please let me know):
Negotiating the Syllabus
Many faculty consider the syllabus a contract for learning that they set up for students. However, there continues to be suggestions in the literature and among pedagogical experts that this is a troublesome perspective. The language used in syllabi modeled like contracts sets a tone that is often defensive. In strongly worded statements, students are told what to do without having been consulted or being given any choice.
Cellphone Use and Abuse: the Details
Here’s a sampling of details from a recent survey that asked students and faculty a variety of questions about their use of cell phones (including smart phones), their perceptions of the effects of doing so and their estimation of the effectiveness of faculty phone policies.
Optimizing Learning with a Flexible Approach
Being flexible is one of those ongoing challenges for teachers. There’s the desire to be responsive to student needs—life does happen—but then students have been known to take advantage of teachers and granting the request of one student opens the door and makes it difficult to close when another asks. There’s a need for balance—that difficult place between treating all students equitably and fairly, and being sensitive to the needs of individual students, especially if being flexible successfully supports their efforts to learn.
When the Assigned Reading is Too Hard
If students are struggling to understand the assigned reading, teachers can opt for something easier to comprehend or they might consider this strategy developed and used by theology professor Ruth Anne Reese. She purposefully assigns students reading materials written at a level most of her beginning seminary students find challenging.
Integrating Content and Learning Strategies: an Example
It’s a 400-level Development of Sociological Theory course for majors and instructor Julie Pelton aspires not only to teach the content but to introduce students to either different styles of learning or self-regulatory and metacognitive strategies. She writes that most of the students have some familiarity with learning styles.
Six Things I Learned About First-Year College Students
As a tenured full professor, I’m mostly scheduled for upper division and graduate courses. However, last year I taught two classes of traditional aged, first-year students. It was a good learning experience and provided me with new insights about beginning college students.
Lecture Capture: An Analysis
“A quick search of video sharing sites, as well as the web pages of prominent universities, reveals a treasure-trove of content available to students and interested lay-people,” observe political science faculty members Daniel Mallinson and Zachary Baumann. A variety of software products make lecture capture (the recording of classroom lectures) comparatively easy and much less costly than it used to be
Online Forum Posts Improve Discussion in a Face-to-Face Classroom
Jay Howard’s new book, Discussion in the College Classroom (a book that is well worth your time), lays out the research showing that cold calling on students is one of the best ways to get past their “civil attention.” It’s clear to me that once cold calling becomes the norm in a course, using that technique can increase the quality of in-class discussions.
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