The Learning Life: An Inside Look at the Habits of the Modern Student was created by StudyBlue, a leading mobile study tool with more than 2 million users. The results came from a survey issued November 26-30 to the company’s users aged 15-22 attending high schools and colleges across the country.
As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2012, we published approximately 250 articles. The articles covered a wide range of topics – from group work to online learning. In a two-part series, which will run today and Wednesday, we’re revealing the top 12 articles for 2012. Each article’s popularity ranking is based on a combination of the number of reader comments and social shares, e-newsletter open and click-thru rates, web traffic and other reader engagement metrics.
Experiential learning is widely recognized as a high-impact educational practice that occurs outside the classroom through experiences such as internships, study abroad, and service-learning. However, experiential learning works very well inside the classroom as well. In fact, there are a number of reasons why faculty may want to facilitate an experiential learning component in class rather than outside of class.
Students are giving their instructors high marks for using technology effectively. Results from latest annual technology survey by Educause Center for Applied Research (ECAR) found that 68 percent of the more than 100,000 students surveyed said that most or all of their instructors effectively use technology to advance their academic success. That’s up from 47 percent just two years ago.
Student veterans bring to the college classroom a distinct set of strengths, including a level of maturity, experience with leadership and teamwork, familiarity with diversity, and a mission-focused orientation. While these strengths have the potential to help them succeed academically, many student veterans are also at risk due to unique physical, mental, and social needs.
Have you have heard of Garcetti v. Ceballos? This 2006 U.S. Supreme Court case involving Gil Garcetti, a district attorney for Los Angeles County, and Richard Ceballos, a deputy DA, had nothing to do with higher education and yet it has had a profound effect on the academic workplace, particularly at state-supported colleges and universities.
When you attend a conference, particularly one geared toward academic leadership issues, you’ll find that the most heavily attended sessions are often the ones that focus on collegiality and conflict management. In the face of what seems to be an increasingly uncivil society, the call for collegiality has never been louder.
Stop me if you’ve heard this one. It’s week 12 of a 15-week-semester and a student shows up during office hours asking, begging, for some way that he can raise his grade. He needs a B, he says, or he could lose his scholarship.
Grading serves multiple purposes. While the most obvious purpose is to evaluate students’ work — as a measure of competency, achievement, and meeting the expectations of the course — grading can also be a key to communication, motivation, organization and faculty/student reflection. It’s for that reason that Virginia Johnson Anderson, EdD, calls grading “a context-dependent, complex process.”
A new study contradicts the widely accepted belief that classroom attention peaks during the first 15 minutes of class and then generally tapers off. Instead, David Rosengrant, an associate professor of physics education at Kennesaw State University, discovered that classroom attention is not as linear as previously thought and is actually impacted by various factors throughout the duration of the lecture.
