You wait with anticipation. You receive the email: Course assignments are posted. You click on your Course Assignment. And—you’re assigned to teach a course that
A very short trip to a time long ago J. R. R. Tolkien’s famous 1937 fantasy book, The Hobbit, introduces among its heroes a fierce
Our “office hours off campus” idea transpired from a speech given by Dr. Iain Campbell at a publisher’s workshop we attended. Dr. Campbell teaches large
Many college courses employ multiple choice (MC) tests as a primary means of assessment. Although these are sometimes critiqued (Kaufman, 2001), modifications can be made
Forward thinking might be exactly what teachers strive for in the classroom, but it may require some backwards design. Beth Harrison, PhD, director of the
A state worker fabricates laboratory test results that can lead to false criminal convictions A restaurant inspector disregards health code violations Someone tampers with sports
I’ve sat on the Curriculum Committee at two different higher education institutions. I’ve also participated in college assessment committees and accreditation committees at both the
For baseball fans and players, springtime can only mean one thing: spring training. Every year professional baseball players head to Arizona or Florida to hone their craft. These are professionals mind you, but they continue to spend hours each year working on many of the same things Little Leaguers work on during the start of their seasons—throwing, catching, hitting, base running, and so forth.
As they make minor adjustments in these fundamentals of the game, the overall outcome is a major improvement. The same is true for faculty who remain mindful of their fundamentals, and make small, incremental improvements to their teaching.
Bloom’s Taxonomy has long been regarded as the holy grail in leading students through a process of content mastery. The traditional journey begins with imparting information to learners and finds its apex in enabling learners to evaluate and assess knowledge claims. In theory, each step of the journey to mastery builds on prior steps.
Can a syllabus get students excited for your course? What will keep students coming back to it? These seven design elements can help students get the most out of your syllabus, prepare them for the course, and focus on the learning goals ahead. My Engaging Syllabus Design: Example illustrates all of these design elements.
