The Associates in Teaching Program: Graduate Student Development, Faculty Renewal, and Curricular Innovation Bill Rando, Yale University Memo to Departments: Outcomes Assessment Really is a Good Idea Wayne Jacobson, University of Iowa Talking with Faculty About Cognitive Science & Learning John Girash, Harvard University Down with the SGID! Long Live the QCD! Barbara J. Millis…
Facilitating Group Discussions: Understanding Group Development and Dynamics Kathy Takayama, Brown University Transparent Alignment and Integrated Course Design David W. Concepción, Ball State University Multiple-Choice Questions You Wouldn’t Put on a Test: Promoting Deep Learning Using Clickers Derek Bruff, Vanderbilt University Engaging Students, Assessing Learning-Just a Click Away Linda C. Hodges, Loyola University Maryland Research-Based…
A Whole New World, A New Fantastic Point of View Ron Berk, The Johns Hopkins University This essay describes and considers an approach to classroom teaching evaluation that relies on multiple sources of evidence based on multiple ratings. This approach provides more complete evidence than any single source for formative and summative decisions. “How Did…
Collaboration or Plagiarism? Explaining Collaborative-Based Assignments Clearly Tuesday L. Cooper, Empire State College When assigned collaborative learning projects, students often have difficulty determining appropriate contribution by each group member. By providing clear instructions, faculty can shape students’ appreciation of collaborative learning opportunities. Developing the Scholarship of Teaching and Learning Using Faculty Learning Communities Milton D.…
Download All Jim Westerman, Appalachian State University Motivating Generation Y in the Classroom Generation Y students have matured and developed in an artificial, technologically-centered environment significantly different from what prior generations have experienced. This essay examines the impact of this environment on student classroom expectations and provides suggestions for how faculty can adapt their pedagogy…
Download All Danelle D. Stevens and Anitonia Levi, Portland State University Leveling the Field: Using Rubrics to Achieve Greater Equity in Teaching and Grading Rubrics can be used to assure greater consistency in grading and as a teaching tool to promote greater equity, especially with students who are first generation and /or non-native speakers of…
Download All Kate Brinko, Appalachian State University Transitions: What’s Love Got to Do With It? This essay addresses strategies for managing the transition of new faculty into the academy in order to avoid disenchantment and leaving the academy before tenure. Peter Frederick, Wabash College The Power of Student Stories: Connections that Enhance Learning Telling and…
Download All Milton Cox, Miami University Achieving Teaching and Learning Excellence through Faculty Learning Communities The impressive learning outcomes of student learning communities can be replicated for faculty learning communities (FLCs). This essay describes FLCs and ways they enhance faculty and student learning. Devorah Lieberman, Portland State University Leading Culturally Sensitive Classroom Discussions Post September…
Download All Milton Cox, Miami University Achieving Teaching and Learning Excellence through Faculty Learning Communities The impressive learning outcomes of student learning communities can be replicated for faculty learning communities (FLCs). This essay describes FLCs and ways they enhance faculty and student learning. Devorah Lieberman, Portland State University Leading Culturally Sensitive Classroom Discussions Post September…
Download All Edmund Hansen, Emporia State University From Cognitive Dissonance to Self-Motivated Learning Motivation is a multi-level change process we need to help students embrace. It often starts with experiences of cognitive dissonance and culminates in the definition of one’s learning purpose. Pat Hutchings, Carnegie Foundation for the Advancement of Teaching Reflections on the Scholarship…