It’s not a new finding — in general, more exams lead to better grades—but it’s always nice when research confirms some of our best practices in teaching. In the educational assessment study referenced below […]
The sheer volume of content faculty members are responsible for teaching is enormous, but being an effective educator takes much more than the mastery and delivery of material. It requires unique skills and knowledge that most new higher education instructors were never trained in. For newcomers, the challenges can seem overwhelming. […]
When reflecting on my experiences as a college professor, several themes from The Wizard of Oz often surface. This well-known story provides a metaphorical view of behaviors that I strive to achieve in my ongoing work with students. In the familiar foursome’s journey to the Emerald City, I see characteristics necessary for teaching excellence—the need to improve, fine-tune and revamp as we travel with students through courses and curricula.
How do faculty approach their development as teachers? Gerlese S. Akerlind has been using a qualitative research method known as phenomenographic analysis to try to
