Articles

Five Steps to Improving Program-Level Assessment Practices

Student learning outcomes assessment can be defined in a lot of different ways, but Lisa R. Shibley, PhD., assistant vice president for Institutional Assessment and Planning at Millersville University, has a favorite definition. It’s from Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education by Barbara E. Walvoord and states that student learning outcomes assessment is “the systematic collection of information about student learning, using time, knowledge, expertise, and resources available in order to inform decisions about how to improve learning.”

Mary Bart September 1, 2010

To Improve Students’ Problem Solving Skills Add Group Work to the Equation

Problem solving is “what you do when you don’t know what to do.”

What a simple, straightforward definition for something often defined in much more complex ways. But problem solving doesn’t always mean the same thing. It might be the solution to a specific problem, like those that appear on math quizzes, or it might be a collection of possibilities that respond to a complex open-ended problem. But however it’s defined, problem solving is one of those skills all teachers aspire to have their students develop.

Maryellen Weimer, PhD August 31, 2010

Technology Hasn’t Helped Students' Study Skills, Research Finds

In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads.

But despite the prevalence of technology on campuses, a new study indicates that computers alone can’t keep students from falling into their same weak study habits from their ink-and-paper days.

Steve Smith August 30, 2010

Encouraging Substantive Discussion of Course Content by Getting Personal

“Why are teachers afraid of sentences that begin with ‘I feel’ or that draw on personal experience?” Margaret Mott asks, repeating a question she read in an essay early in her career.

Maryellen Weimer, PhD August 26, 2010

Distance Education: The Centralization vs. Decentralization Debate

The debate for “control” of distance education at institutions of higher learning continues. On one side, the administration side, there is a need for centralization of operations, to include course development, instructor training and development, scheduling, evaluation, and student and faculty issues. On the other side of the debate, faculty leaders (deans, department chairs, program coordinators) tend to favor decentralization.

Michael T. Eskey PhD August 25, 2010

Aphorisms for Academic Affairs

Over the past few years, I have realized that most of the preparation for academic leadership is focused on how to effect institutional change and make a positive difference. These certainly are the “big ticket” items. The truth is, however, that such broad topics don’t really hit on the blocking and tackling of daily management. With that in mind, here is a little collective wisdom that may prove especially useful for those who are beginning their journey in academic affairs.

J.A. Sheppard PhD August 24, 2010

The Benefits of Making the Shift to Student-Centered Teaching

Would you let your students decide when you hold office hours?

How about whether projects are worth more points than exams, or vice versa?

Would you let your students decide some of the topics that will be covered in the course?

Mary Bart August 23, 2010

Preparing Teaching Philosophy Statements

Although they are a fairly recent innovation, most faculty are familiar with teaching philosophy statements. Many have prepared them for job interviews, for promotion and tenure dossiers, for teaching awards, or for personal benefit.

Maryellen Weimer, PhD August 20, 2010

The Three Big Questions Faculty Need to Ask

The growth of knowledge within your discipline is what makes being a professor so exciting, but it also presents new challenges–particularly when it comes to teaching. Because the time allotted for each course remains constant and the content that could be included in any course continues to grow, you may find it difficult to try to cram all this information into a course.

Mary Bart August 19, 2010

Save Time and Teach Better with Screencasting

It is critical to spend time training your students how to properly use the systems you’ve adopted into your teaching repertoire. A common fallacy is to believe that because students today are “digital natives”—meaning that they grew up with technology—they are good at using any technology. I’ve found that students’ understanding of technology is narrow and deep. They are very adept at text messaging and navigating Facebook, but they are not versed in using blogs, wikis, document sharing systems, and the like.

John Orlando, PhD August 18, 2010

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