Faculty who teach large classes confront the long-existing challenge of making their lectures more engaging and meaningful. In this article, I will share some low-risk strategies to help faculty transform lectures into student-centered learning experiences for enhanced learning outcomes.
These active learning strategies can
Most of us need no research evidence to document that students are using their phones and attempting to multitask in class. We see it all the time, and if
Unlike a lot of faculty teaching today, Brian Udermann learned about the potential of online discussion boards almost by accident. It all happened about 15 years ago when he noticed the online discussion forum feature in his institution’s new learning management system and decided to
In the 2017 Hans O. Mauksch Address presented at the American Sociology Association annual meeting, Melinda Messineo argues that we aren’t using as much of the science of learning as we could to help students learn. “In many ways, our efforts in the classroom are
Let’s start with an example. In a recent issue of College Teaching, Forrest Cooper describes how he modified the well-known and widely used “Think-Pair-Share” strategy. It continues to be an effective way to get students talking with each other about course content. But Cooper’s goal
Previously in The Teaching Professor (31.7), I wrote about my efforts to help students get what John C. Bean in Engaging Ideas (2001) calls the “Dictionary Habit.” As I wrote, I had always assumed that my approach to teaching the “Dictionary Habit” was effective. However,
There’s no question that the climate for teaching at an institution has a direct impact on teaching at that institution, especially when it come to the value placed on teaching. It also influences the motivation to keep working on teaching. But what exactly makes up
Who knows what it might be? At this point no one can say for sure. However, it’s a pretty good bet it won’t be the same. Some scholars, Michael Wertheimer and William Woody among them, propose dramatic changes for the future professoriate. They base their
Four problems account for the lion’s share of serious teaching problems:
An overstatement? Perhaps, but over the many years we’ve worked with faculty in a wide range of disciplines, we’ve seen these
I teach introductory biology classes; the students in these classes are typically new to the discipline at the college level and often find the amount and level of material challenging to absorb and retain. However, many students are nervous about asking or answering the questions
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