Remember that article in the March issue describing how a sociologist used reflective writing to improve his teaching? Here’s another short testimony to add to
Here’s the scenario: Students are taking a chemical thermodynamics course. The instructor solicits clicker responses to a conceptually based multiple-choice question. Students answer individually, write
The benefits of concept maps are well established. They encourage students to organize knowledge and do so in ways meaningful to them. They help students
Almost 800 business, engineering, education, and health services students completed a fairly typical plagiarism survey. They were asked how strongly they agreed with a statement
Teachers who use group work frequently incorporate some sort of peer assessment activity as a means of encouraging productive interactions within the group. If part
Who should be taking online courses? Are online courses equally appropriate for all students? Can any content be taught in an online format or do
I often get questions about group work. Recently, the question was phrased like this: “Can students learn anything in groups?” And, like faculty sometimes do,
I got the idea for this post from the one-page “Teaching Tactics” feature in Teaching Theology and Religion. Faculty author Sara M. Koenig sets the
Thanks to the Writing-Across-the-Curriculum movement we are having our students write more and we’re using a wider range of writing assignments. Right?
If that’s what
Sociologist David Purcell thinks he did. He shares his method and what he learned from it in a detailed article. Purcell writes for 10 to
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