Teaching and Learning

Finding Signs of Progress When Learning is Slow

Slow learning—not to be confused with slow learners—is learning that happens gradually, where understanding deepens slowly and skills advance but without immediate noticeable change. Some learning occurs all at once; suddenly, there’s a performance breakthrough. Typically, fast learning feels easy, even if it was proceeded by a frustrating period of confusion. What is finally understood is so clear, so obvious—what is finally mastered no longer seems hard.

Maryellen Weimer, PhD October 26, 2016

Getting Names Right: It’s Personal

Editor’s Note: The following article was excerpted with permission from To My Professor: Student Voices for Great College Teaching, a new book that brings together student experiences and opinions with advice from master educators and experts. The book was written by students at Michigan State University under the guidance of Joe Grimm, visiting editor in residence in the MSU School of Journalism since 2008.

“I spend a lot of money to go to school here. It would be nice if a professor knew my name.”

“I appreciate the fact that you asked me what I wanted to be called because my name has various pronunciations in different languages.”

Nichole Igwe October 17, 2016

Reader Survey Finds Unprepared Students a Persistent Problem

Quick, what’s your biggest teaching challenge? If you said it’s students who don’t read their assignments or prepare for class, you’re in good company. For the fourth consecutive year that we posed that question in our survey, Faculty Focus readers identified students who come to class unprepared as their biggest day-to-day challenge. It was followed closely by students who are not prepared for the rigors of college. Finishing third this year was institutional budget cuts, which edged out student motivation for the first time. Technology distractions remained as the fifth biggest challenge.

Mary Bart October 3, 2016

Word Choice: What You Call It Matters to Teaching and Learning

Language influences thought and action. It’s a fundamental idea in linguistics. I remember first encountering it in a class when I was assigned S.I. Hayakawa’s classic Language in Thought and Action. But it’s a principle that’s easy to forget. Here are a few examples that pertain to education, with the question being—how does what we call something affect our teaching and students’ learning?

Maryellen Weimer, PhD August 31, 2016

Brave Classrooms and Courageous Conversations

There are empty chairs in classrooms in Florida this week, at Valencia College, University of Central Florida, and Ana G. Mendez University, spaces left by the youngest victims of the Pulse nightclub shootings in Orlando. Most of them young gay men, most of them Latino. In the academic world, June is a time of celebration, of convocation, of inspired addresses to graduates ready to take their hard-earned degrees and all that they have learned into the real world. In the LGBTQ communities, June is Pride month, a time to celebrate hard-earned rights, to look back on how far we have come, and how far we still have to go. This year, it is a time to mourn, and as we gather to stand in solidarity, there is that old, familiar feeling of looking over our shoulders for the next threat.

Nicki Monahan, MEd July 6, 2016

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

Editor’s Note: This is an excerpt of a work that is licensed under a Creative Commons Attribution 4.0 International License. To read the article in its entirety, visit the Teaching & Learning Inquiry website. http://tlijournal.com/tli/index.php/TLI/article/view/125/77
Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned “natural” mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring.

Elizabeth McKinsey, PhD June 27, 2016

What Does Student Engagement Look Like?

Engagement. . .it’s another one of those words that’s regularly bandied about in higher education. We talk about it like we know what it means and we do, sort of. It’s just that when a word or idea is so widely used, thinking about it often stops and that’s what I think has happened with engagement.

Maryellen Weimer, PhD June 22, 2016

Frame Your Feedback: Making Peer Review Work in Class

We often hear that peer review is an excellent opportunity for reciprocal student learning. In theory, this makes sense. Since an instructor can only dedicate a certain amount of attention to each student, peer review allows students to receive more feedback and engage more frequently in the content they are learning. Research shows this benefits both the students who receive and provide feedback.

Christina Moore June 6, 2016

Untangling the Web of Student-Teacher Communication

When I tell people that I study the role of communication in teaching and learning, the most common response is: “Isn’t communication just common sense? I’m an expert in what I teach; why do I need to worry about how I communicate?” In reality, communication is a learned verbal and nonverbal skill that all of us must continually refine. When we interact with our students purposefully, we maximize the chances that our content expertise will make a positive difference in terms of their learning.

Jennifer H. Waldeck, PhD May 9, 2016

What We Learn from Each Other

When teachers tell me about some new strategy or approach they’ve implemented, I usually ask how they found out about it and almost always get the same response: “Oh, a colleague told me about it.” I continue to be amazed by the amount of pedagogical knowledge that is shared verbally (and electronically) between colleagues.

Maryellen Weimer, PhD April 20, 2016

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