Articles

A Quiz Design that Motivates Students

Many faculty members use quizzes to keep students prepared and present in class. The approach often tends to be punitive, however, motivating students by extrinsic means. Karen Braun and Drew Sellers, who teach beginning accounting courses, wanted to use quizzes in the usual ways—to get students coming to class having done the reading, to arrive in class on time, and to participate in class discussion, but they wanted their quizzes to be more about intrinsic motivation and less about assessment. How did they achieve that objective? They incorporated a number of “motivational” design features into their use of quizzes.

Maryellen Weimer, PhD December 19, 2013

A Checklist for Effective Faculty Development Programs

Faculty development has become a priority at many academic institutions as a way to improve the quality of academic programs and to respond to emerging faculty, student, program, and industry needs.

Amena Shahid December 17, 2013

Faculty Respond to the Challenge: Write about Teaching and Learning for Nine Weeks Straight

What does professional development look like? A couple of the more traditional examples might include reading a book, sitting in a room full of educators discussing a particular topic, or traveling to a conference. Certainly, those are all ways we can learn to improve our craft.

Todd Conaway December 13, 2013

Blended Learning: Integrating Online and Face-to-Face Courses

Blended learning entails more than simply replacing class time with online course elements or supplementing an online course with face-to-face meetings. To be successful, the online and face-to-face modes need to be integrated by taking into account the learning objectives and the affordances of each mode and deliberately linking what occurs in each mode.

Rob Kelly December 12, 2013

Three Ways to Help Students Become More Metacognitively Aware

Metacognition is about being able to successfully plan, monitor, and evaluate your learning. It’s not a skill that can be listed as a strength by most of our students. Few have encountered themselves as learners. They don’t have an expansive repertoire of study strategies. They don’t often think about alternatives when the studying isn’t going all that well. And most don’t evaluate how well they learned beyond the grade they receive. It’s something else that concerned teachers need to worry about while teaching students.

Maryellen Weimer, PhD December 10, 2013

Why I Love Conferencing Online with My Traditional Classroom Students

A few weeks ago, I had to accompany my husband out of town for a week of medical tests. That meant my presence was required in two places at once: in my classroom and at the hospital. I didn’t want to cancel classes, so I decided to try something new. I arranged to meet with each of my students online for about 15 minutes to discuss the first draft of their first composition paper.

Liz Boltz Ranfeld December 9, 2013

Modeling Scholarly Practice Using Your Syllabus

I recently attended the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL). The conference allowed me to reflect on questions about the scholarship and practice of teaching and learning, and it fueled thoughts that eventually led to this article on how we might go about modeling scholarly practice.

Julie Glass PhD December 6, 2013

Start-Up Anxiety: Professor Shares His Fears as a New Semester Begins

It is 6:00 a.m., Tuesday, August 28. My first day of class is this Thursday. It’s the end of summer, and once again, I am nervous about teaching. I just woke up from a bad dream. I was standing in front of a new class, totally unprepared. I think I had my clothes on, but there was nothing—I mean nothing—in my head.

Peter Kakela PhD December 5, 2013

Have Students Generate Content to Improve Learning

Online instructors face the challenges of keeping a course up to date, engaging students, and maintaining integrity. Having students generate some of the course content can address all three of these challenges.

Rob Kelly December 3, 2013

7 Assessment Challenges of Moving Your Course Online (and a Dozen+ Solutions)

Not all online courses are created from scratch. Many—if not most—are online versions of courses that have previously been taught face-to-face. In these cases, where an instructor or instructional designer is adapting an existing face-to-face course for online delivery, assessments already exist.

Emily A. Moore, MEd December 2, 2013

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