A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Maryellen Weimer, PhD

What it Means to be a Self-Regulated Learner

“Self-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills.” (p. 65) That definition is offered by Barry Zimmerman, one of the foremost researchers on self-regulated learning. It appears in a succinct five-page article that offers a very readable overview of research in this area.

Maryellen Weimer, PhD July 30, 2010

Student Learning: Six Causes of Resistance

A lot of students just don’t seem all that interested in learning. Most faculty work hard to help students find that missing motivation. They try a wide range of active learning strategies, and those approaches are successful with a lot of students but not all students.

Maryellen Weimer, PhD July 20, 2010

Student Performance and Satisfaction: Online vs. Face to Face

Many faculty have questions about the relative merits of online courses versus the traditional face-to-face classroom experiences. Researchers also have an interest in the question, and a variety of studies have been conducted with the usual mixed results but overall accumulating evidence that online courses can provide rich learning experiences. But for many faculty, it is still an open and individual question. Many would like to have the opportunity Kathleen Dolan describes.

Maryellen Weimer, PhD July 15, 2010

Learning from Experience

In an editorial published in the Journal of Geoscience Education, a geography faculty member offers a testimonial in favor of learner-centered teaching. “Through my 15 years of teaching Earth System Science, I have explored various ways of teaching it and have become convinced that the Learner-Centered Environment, that builds upon constructivist theory principles and fosters teaching practices that recognize the active roles students must play in their learning, is particularly suitable for Earth system science education.” (p. 208)

Maryellen Weimer, PhD July 9, 2010

Tips for Improving Student Thinking and Learning

Here’s a list of some practical suggestions taken from a neat, “miniature guide for those who teach on how to improve student learning.” (reference below)

Maryellen Weimer, PhD July 2, 2010

Group Work: Should Your Top Students Work Together?

One of the common objections to group work is that bright, capable students are held back when they share group activities and grades with students of lesser ability. This is of concern to teachers and students. Often very good students strongly oppose group work. They worry that an ineffective group with weak or nonproductive members will compromise their grades. Many openly express the belief that they can do the activity, project, paper, or presentation better on their own and would prefer doing it that way.

Maryellen Weimer, PhD July 1, 2010

Good Job! The Importance of Writing More Meaningful Comments on Student Papers

When graded papers get a quick glance before being shoved into a backpack or deposited into the trash can on the way out of class, it’s often hard for teachers to summon the motivation to write lots of comments on papers. That’s why I was pleased to find evidence in two studies that students do value written comments on their work.

Maryellen Weimer, PhD June 24, 2010

Learning Communities: Benefits Across the Board?

There is no question that higher education tends to get caught up in “fashionable” program innovations, and learning communities could certainly be considered an example. A great deal of research has established that, in terms of retention and persistence, first experiences in college are tremendously important.

Maryellen Weimer, PhD June 22, 2010

Self-Assessment Does Not Necessarily Mean Self-Grading

Most faculty judiciously avoid having students self-assess because it seems hopelessly naïve to imagine them being able to look at anything beyond the desired grade. Even so, the ability to self-assess skills and completed work is important. Moreover, it is an ability acquired with practice and developed with feedback. It seems like the kind of skill that should be addressed in college. And perhaps there is a way.

Maryellen Weimer, PhD June 18, 2010

Student Internships: An Effective Assessment Model

Internships are integral parts of many professional degree programs. Potentially, they make significant contributions to an educational experience. “Well-organized and carefully supervised programs enhance the student’s ability to integrate academic knowledge with practical application, improve job/career opportunities after graduation, create relevance for past and future classroom learning, develop work place social and human relations skills, and provide the opportunity for students to apply communication and problem-solving skills.” (p. 208) Deborah F. Beard identifies these contributions in an article on assessing internship experiences in the field of accounting.

Maryellen Weimer, PhD June 3, 2010

A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

Maryellen Weimer, PhD

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