One of my primary objectives in my upper-level history classes is for students to develop their research skills. This involves the long, laborious task of sifting through primary and secondary sources to identify patterns and make discoveries.
College student mental health is currently receiving a great deal of attention. Over the last few years, the frequency and severity of mental health issues reported on college campuses has dramatically increased. In a recent survey, 64 percent of respondents identified mental health–related issues as
If a visitor from another planet dropped in to observe teaching in North America (maybe other places as well), they’d likely conclude that teaching could not occur without PowerPoint slides. And they’re not just in classrooms; they’re part and parcel of all kinds of professional
Many faculty and institutions are turning to open educational resources (OER) to lower costs to students and improve instruction. While much has been written about the search, evaluation, and selection process for OERs, the need to produce a coherent and engaging design for OER delivery
Implementation fidelity—it’s another of those academically impressive descriptions that isn’t nearly as profound as it sounds. It relates to whether a strategy or approach is being implemented as it was originally designed and used. Most often it refers to replicating research, but it has important
As instructors, we want our students to be self-directed learners. We want them to be able to evaluate their submissions and think through their learning process. In fact, thinking about one’s thinking improves understanding of content and assignment submissions (Bowen, 2013). But the challenge is
A year ago I received the worst student ratings of instruction (SRIs) in my 28 years of teaching. On the Likert scale I am normally between 4 and 5 for quality of instructor and quality of the course. Last year, however, my fall term ratings
Whether for a newly minted PhD or a subject-matter expert plucked from outside academia, starting a college teaching career can be daunting. A new faculty member needs a guide, a role model, and a trusted friend to jump-start their success in the classroom. A mentor
Research has shown that using formative assessment to inform instruction is one of the most important components of good teaching (Rosenshine, 2012). While many teachers rely solely on questioning and discussion techniques to gauge a class’s comprehension and learning, formative assessment strategies are needed to
I think the active learning versus lecture debate is finally moving on to more useful questions than which one is better. Now there’s interest in deciding when to lecture and when to use active learning. When do we make those decisions, and are we making
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