Course Design

Getting Started with Service-Learning

We are doing some (late) spring cleaning to the Mentor Commons. Removing the oldest programs as we continue to add new ones. This 20-Minute Mentor is from 2010, so while the technology looks a little dated, the content remains highly relevant. We’ll continue to add more programs that we’re retiring from video library throughout the next few months.

If you’re looking for guidance on integrating service-learning into a new or existing course, you find it in this 20-Minute Mentor from Magna Publications.

Mary Bart June 17, 2016

The Phases of Inquiry-Based Teaching

A central goal of education is teaching critical-thinking skills. Inquiry-based teaching is an excellent path to this goal. Based partly on the philosophy that “humans are born inquirers,” the method focuses on student discovery over pushing information from the instructor. Along the way, the students explore multiple sources and contexts, ask questions and pursue hypotheses, and work to apply their theories to new and diverse situations. In doing this, they actively discover the interrelatedness among concepts, topics, and theories.

Eric Kyle, PhD June 10, 2016

The Syllabus: Indicator of Instructional Intentions

The literature on teaching and learning has improved so much over the years. Researchers are now covering important aspects of both in depth, analyzing with creative designs and exploring for practical and theoretical implications. One case in point is a 2015 syllabus review published in Assessment & Evaluation in Higher Education (a cross-disciplinary teaching and learning journal that ought to be on everybody’s radar).

Maryellen Weimer, PhD May 25, 2016

A Blog Assignment with Results

Blogging can be a tool that aids learning. “Blogs provide students with an opportunity to ‘learn by doing’ to make meaning through interaction with the online environment.” (p. 398) They provide learning experiences described as “discursive,” meaning students learn by discussing, which makes blogs a vehicle for knowledge construction. They exemplify active learning and can promote higher-order thinking. Potential outcomes like these give teachers strong incentives to explore their use.

Maryellen Weimer, PhD April 1, 2016

It’s Not About Hard or Easy Courses

Now here’s an argument I haven’t heard before: Improving your instruction makes it easier for students to learn. If it’s easier for them to learn, they won’t work as hard in the course, and that means they could learn less. It’s called offsetting behavior and we can’t ask students about it directly because it would be disingenuous for them to admit to studying less when learning becomes easier.

Maryellen Weimer, PhD March 16, 2016

Unexpected Benefits of Grading Effort and Habit

Effort and habit are instrumental to learning and writing, but they are often dimly lit in our grading systems. That light needs to brighten with the help of new research and popular literature that highlight how essential habit, effort, and perseverance are to learning. I’ve used an effort-aware grading system in my teaching for some time now, a B-grading contract that locks hardworking students into a minimum final grade of B. For grades rising above B, the quality of the writing is the focus (the product), but only for students who fulfill the contract (the process).

Gary R. Hafer, PhD March 7, 2016

Goldilocks and the ‘Just Right’ Strategy for Helping Students Acquire New Content

When Goldilocks visits the three bears’ house, she tastes the porridge they left out in the kitchen; papa’s porridge is too hot, mama’s is too cold, but baby bear’s porridge is “just right” for her. Believe or not, this notion of “just right” is meaningful to college professors as they prepare content for their classes.

Karen S. Buchanan, EdD January 15, 2016

Have You Tamed the Content Monster in Your Courses?

In our role as instructors, most of us deal with the problem of too much content. We often embrace a “content coverage” model in designing our courses, in which we attempt to cover all of the material that we deem important or interesting in the area of our course. The result is a course that increasingly balloons out of control each year as more and more content is added, resulting in a harried instructor and frustrated students.

Jennifer Patterson Lorenzetti December 8, 2015

Built-in Self-Assessment: A Case for Annotation

we want students to be critical thinkers, we must routinely and explicitly give them structured practice opportunities to critically examine their own thinking. Squeezing two or three metacognitive activities into a hectic semester teaches students that such reflection is only for special occasions. Rather, student self-evaluation should be a daily course routine.

Karen Sheriff LeVan and Marissa E. King December 7, 2015

Problem-Based Learning: Six Steps to Design, Implement, and Assess

Twenty-first century skills necessitate the implementation of instruction that allows students to apply course content, take ownership of their learning, use technology meaningfully, and collaborate. Problem-Based Learning (PBL) is one pedagogical approach that might fit in your teaching toolbox.

Vincent R. Genareo PhD and Renee Lyons November 30, 2015

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