Last week McGraw-Hill and Magna Publications announced the winners of the second annual Scholarly Work on Teaching and Learning Award. The award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices.
My recent foray into using MP3s to teach college level English classes came out of my need to reach more of my non-traditional students. I saw a trend developing where more adults than ever were seeking a college education or even returning to college to change careers, and it only followed that I had a responsibility as an instructor to try and reach these students. It also became apparent in my classroom that I wanted to not only reach, but to retain these non-traditional students who seemed to become easily frustrated with the more traditional lecture and textbook methods.
I recently set out to make introductory managerial accounting a more effective learning experience for students. The course is typically taken in a student’s first or second year. The range of experiences students bring to the course can be quite diverse. Some may have never been employed, still live at home, and have parents who work in white-collar jobs. Others may have worked and lived on their own, and have family who may own or run a store or work in factories. This diversity means that some students have no mental picture of how goods are manufactured, while others understand the process required to get a product to the customer.
One of the most important responsibilities online instructors face is teaching students how to think critically. Successful achievement of this task requires that instructors provide the right setting and the appropriate activities that will prompt a student on to higher-level thinking. Though this mission is not exclusive to online instruction, the online environment presents some unique challenges and opportunities that distinguish this type of learning environment from traditional face-to-face classroom instruction.
Most universities press their faculty to add technology to their classroom by adopting the Learning Management System—Blackboard, Moodle, etc. This is a mistake. Faculty often end up spending hours learning the system and loading the same content that they use in the classroom, and finish wondering if the benefit was worth the effort.
Because we know that active engagement in collaborative projects can create a synergy among students that often surpasses what can be learned individually, we find ourselves designing assignments that create opportunities for students to collaborate and learn from one another. Also, the ability to work together in teams is a skill needed in today’s workforce. So for many reasons, assignments that foster collaboration have become essential parts of a well-designed course.
Internships are integral parts of many professional degree programs. Potentially, they make significant contributions to an educational experience. “Well-organized and carefully supervised programs enhance the student’s ability to integrate academic knowledge with practical application, improve job/career opportunities after graduation, create relevance for past and future classroom learning, develop work place social and human relations skills, and provide the opportunity for students to apply communication and problem-solving skills.” (p. 208) Deborah F. Beard identifies these contributions in an article on assessing internship experiences in the field of accounting.
A parent calls you to ask how her son is doing in your class. Her son, a first-year student, began the semester well but recently started missing class and turning in assignments late. The mother says she’s worried about him and wants to know if he’s showing up for class, how his grades are, and if he will pass your class.
Online discussions are sometimes difficult to get going, and often the students (at least at first) seem to respond too superficially, punctuated by an occasional treatise by an overeager student. Here’s how I jumpstart discussions in my family relations online course.
I work in a department that regularly enrolls 250 students in first-year classes, as do many other departments in colleges and universities. In my case, the situation is complicated by a small graduate program, too few teaching assistants, and an inability to break the larger classes into smaller sections for discussion. This makes for a very challenging teaching situation. I use groups in the large class one day per week, using activities I described previously in The Teaching Professor (March 2003). Since then, I have worked on solving the staff problem with senior undergraduate students. I call them classroom assistants (CAs).
