Many faculty now have students do some graded work in groups. The task may be, for example, preparation of a paper or report, collection and
Faculty and students are equally concerned about and frustrated with students who don’t do their fair share of work in groups. For faculty, it’s a
It’s not the first time we’ve addressed the issue: why don’t students use our feedback to improve their performance (their writing, their exams, their professional
Students love it when teachers provide class notes—the more complete the set, the better. Students want the teacher’s notes online because it’s convenient, they’re readable,
Course websites now include such things as the course syllabus, PowerPoint slides, study guides, discussion questions, links to online content sources announcements, reminders of due
It’s that time of the year when end-of-course ratings and student comments are collected. When the feedback arrives, the quality often disappoints—and if the
It’s probably the question I’m most asked in workshops on learner-centered teaching. “What are some good places to start? My students aren’t used
Would your students benefit from participation in a study group? Are you too busy to organize and supervise study groups for students in your
Not everything we do in our courses works as well as we’d like. Sometimes it’s a new assignment that falls flat, other times it’s something
Several studies have documented that students, particularly beginning ones, tend to overestimate how well they’re doing in a course. I didn’t used to think this
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