For most of us, handouts are a staple of instructional life, but as Teresa Sakraida and Peter Draus (reference below) point out, their “development is often a trial-and-error process.” (p. 326) Like so many other aspects of instruction, we take the construction of handouts for granted, their creation guided largely by intuition.
Although endless volumes about classroom discipline proliferate in the professional libraries of K–12 instructors, as college professors we seldom think we need advice on the issue. After all, our students choose to be in classes at our institutions. Many, if not most, are placing themselves and their families in huge financial debt to attend. Besides, we’ll just kick them out of class if they display those behaviors not tolerated in civilized societies.
I don’t know why I didn’t see it before. After 10 years of teaching, I finally realize why students get so nervous about exams. It’s because taking an exam is a performance. It’s just like American Idol , when they are doing the first round of auditions. You can have great natural ability and sound terrific, but when the spotlight shines down as you stand in front of the judges and the TV cameras, can you make it happen?
Despite all the high-tech communication technologies available to online instructors today — discussion boards, email, IM, wikis, podcasts, blogs, vlogs, etc. — every once in awhile Dr. B. Jean Mandernach likes to use a tool that was invented way back in 1876. The telephone.
If you think everybody’s pretty much on board with the idea of active learning, think again. I was surprised to find an article that in its opening paragraph describes active learning as “a philosophy and movement that portends trouble for the future of higher education and the American professoriate.”
Helping students develop critical-thinking skills and discipline-specific knowledge remain at the forefront of faculty goals for undergraduate education, with 99.6 percent of faculty indicating that critical-thinking skills are “very important” or “essential” and 95.1 percent saying the same of discipline-specific knowledge. Other top goals include helping students to evaluate the quality and reliability of information (97.2 percent) and promoting the ability to write more effectively (96.4 percent).
Research on learning styles now spans four decades and occurs across a wide spectrum of disciplines, including many quite removed from psychology, the disciplinary home of many of the central concepts and theories that ground notions of learning style.
In the corporate world, there’s long been talk of breaking down the workplace silos that often prevent true company-wide communication, collaboration, and growth. Now colleges are looking to get faculty out of their silos, as well. The catalyst? That old nemesis: learning outcomes assessment.
After years of stating my expectations for tutorial participation orally, I have developed a rubric that I think both improves my accountability as an assessor and provides my students with a clear sense of my expectations for class discussions. It also makes clear my focus in the small group setting: creating a “learners-centered,” as opposed to a “learner-centered,” environment.
In Tuesday’s post, we talked about a survey conducted by Brenda Coppard, chair of occupational therapy at Creighton University, on the transition from faculty to
