A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Maryellen Weimer, PhD

Learning Outside Your Comfort Zone

When we learn something outside the comfort zone, we attempt to acquire knowledge or skills in an area where we’re lacking. Part of the discomfort derives from learning something we anticipate will be difficult. We have no idea how to do it, or we think it requires abilities we don’t have or have in meager amounts. Moreover, poor performance or outright failure lurk as likely possibilities. In other words, it’s going to be hard and require concentration, and what we’re struggling to do, others can accomplish beautifully, seemingly without effort. Their skills, and our obvious lack of them, raise questions about our merits as a learner and maybe even our worth as a person.

Maryellen Weimer, PhD March 22, 2017

Mid-Career Faculty: 5 Great Things About Those Long Years in the Middle

I’ve been thinking here lately about that long mid-career stretch where there is no clearly defined beginning or ending. You’re no longer a new faculty member, but aren’t yet an old one. From a pedagogical perspective, what makes that time window unique? In a recent post on tired teaching I identified what I think is the major challenge of those years—keeping your teaching fresh and keeping yourself engaged, enthusiastic, and instructionally moving forward. On the other hand, some special opportunities are afforded by that long stretch in the middle. The question is whether we’re taking full advantage of them.

Maryellen Weimer, PhD March 15, 2017

Reduce Online Course Anxiety with a Check-in Quiz

“Online classes are often intimidating for first-time students,” writes David St Clair. “They wrestle with the gnawing fear that their class has no anchor in the physical world and that there will be no one there to address their fears and concerns.” (p. 129) His solution? A simple, online check-in quiz.

Here’s how the activity unfolds. The first assignment in the online course, to be completed on the first day, is this required check-in quiz. In St Clair’s case, it meets the university’s first-day attendance requirement. Students can be dropped from the course if they don’t meet that university requirement. They read the syllabus and take the quiz, which comes to them as an attachment in the course welcome email. The quiz is also posted on the course Blackboard site. Beyond fulfilling the check-in requirement, this quiz is actually a tour of course features. “To find the quiz, learn about the quiz, take the quiz, and to receive their grade on the quiz, students need to navigate through virtually every part of the online class site.” (p. 130) As St Clair points out, you could “tell” students how to navigate the features of the online course, but the more powerful way is having them discover those features for themselves.

Maryellen Weimer, PhD March 10, 2017

male professor reviews course evaluations

What Can We Learn from End-of-Course Evaluations?

No matter how much we debate the issue, end-of-course evaluations count. How much they count is a matter of perspective. They matter if you care about teaching. They frustrate you when you try to figure out what they mean. They haven’t changed; they are regularly administered at odds with research-recommended practices. And faculty aren’t happy with the feedback they provide. A survey (Brickman et al., 2016) of biology faculty members found that 41% of them (from a wide range of institutions) were not satisfied with the current official end-of-course student evaluations at their institutions, and another 46% were only satisfied “in some ways.”

Maryellen Weimer, PhD March 8, 2017

Waking up to Tired Teaching

I have been wanting to do a blog post on tired teaching for some time now. Concerns about burnout are what’s motivating me. Teachers can reach a place where teaching does nothing for them or their students. They don’t just wake up one morning and find themselves burned out; they’ve moved there gradually, and it’s a journey that often starts with tired teaching.

Maryellen Weimer, PhD March 1, 2017

When the Teacher Becomes the Student

As a follow-up to last week’s post, here’s a final bit from my rummaging around old favorites in my personal library of teaching and learning resources.

The insights come from Roy Starling’s great piece in which he recounts his experiences of being released from his teaching responsibilities to take a full load of courses with a small group of undergraduates. It radically changed his teaching, as it did Marshall Gregory’s when he enrolled in an undergraduate acting class, and as it did mine when I took a non-major’s chemistry course with 20 first-semester students. Most faculty do not have time to take courses or they’re at institutions without programs that support these experiences. However, even short visits to a colleague’s class and experiencing it as a student (not a peer reviewer) yields insights about teaching and motivates change.

Maryellen Weimer, PhD February 22, 2017

Timeless Quotes for Teaching and Learning Inspiration

One of my New Year’s resolutions was to reread some of my favorite teaching and learning resources, especially those I haven’t looked at in a while. I’m enjoying these revisits and decided to share some random quotes with timeless insights.

Maryellen Weimer, PhD February 15, 2017

More on Evidence-Based Teaching

In last week’s post, we looked at a sample of the discipline-based evidence in support of quizzes with the goal of gaining a better understanding of what it means to say that an instructional practice is evidence-based. We are using quizzes as the example, but this type of exploration could and should be done with any number of instructional practices.

Maryellen Weimer, PhD February 8, 2017

Do Quizzes Improve Student Learning? A Look at the Evidence

There’s a lot of talk these days about evidence-based instructional practices, so much that I’ve gotten worried we aren’t thinking enough about what that means.

Maryellen Weimer, PhD February 1, 2017

A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Maryellen Weimer, PhD

Stay Updated with Faculty Focus!

TOPICS

Stay Updated with
Faculty Focus!