Deanna Martin, Robert Blanc, and David Arendale, University of Missouri-Kansas City
Mentorship in the classroom: Making the implicit explicit.
Supplemental Instruction, an academic support system that is based in the content courses rather than presented separately, has been very successful in helping students succeed in high risk courses.
Richard Schoenwald, Carnegie-Mellon University
What did I do right in one freshman seminar? What did I do wrong in another? What will I do next time?
Every instructor has had the experience of one really great class, followed by one disaster. Somehow we manage to carry on in spite of it.
Rita Rodabaugh, Florida International University
In the Name of the Student . . . What is fairness in college teaching?
It is the one characteristic the lack of which our students refuse to forgive. Rita Rodabaugh provides some common practice that might be labeled “unfair.”
Marilla Svinicki, University of Texas
I’d like to use essay tests, but . . .
You can only go so far in improving your essay questions. Sooner or later you have to get the students to improve their answers. This article suggests three areas where they might start.
Harriet C. Edwards, CSU-Fullerton
Mistakes and Other Classroom Techniques.
Taking advantage of mistakes in the classroom can promote student involvement with the material. Techniques derived from social learning theory illuminate the real, everyday experience of study and scholarship.
Milton D. Cox, Miami University
Emerging Trends in College Teaching for the 21st Century.
Changes in communication practices highlight the growing realization and acceptance by faculty of the complexity of college teaching and learning. Looking forward to the new century, Cox highlights changes in communication paths, levels, and methods between faculty and faculty, faculty and students, and students and students.
Bette LeSere Erickson, University of Rhode Island
Helping First-Year Students Study, Part I.
Understanding how freshman students spend their time is an important guide to aiding their studying. Erickson provides two strategies: Diagnostic Learning Logs and a Survey of Study Activities.
Bette LeSere Erickson, University of Rhode Island
Helping First-Year Students Study, Part II.
Setting the stage for new study practices, teaching students how to take notes, developing assignments to actively engage students in study activities and helping to form study groups are important methods for getting students to spend their study time more productively.