Do your writing assignment focus on the product or the process? How about your students? Where do you think their focus is?
At the end of the day, our students aren’t going to take from our courses the products they developed and use them in
I teach online at an open enrollment institution, which means I get students at all levels of writing ability. Many of them are solid writers with a good understanding of the different steps of the writing process. But I also have students who are just
As noted in the Teaching Professor Blog post, student responsibility for learning can happen in three different arenas. First and foremost, students are responsible for their learning. Teachers can encourage and support learning endeavors in a variety of ways, but students must do
“If you know the content, you can teach.”
How many of us have heard this sentiment before? How many of us believe it ourselves?
It is easy to assume that a content expert is automatically qualified to teach a course on his or her
It’s the beginning of another academic year, and that means lots and lots of last-minute course preparation. Perhaps it’s not the best time to propose course redesign projects, but how many course assignments, problem sets, exam formats, or paper topics haven’t been changed for some
If it’s a teacher’s advice on how to succeed, consider not giving it. Instead, challenge students to discover what it will take for them to do well.
The first time my middle school-aged son attended a Major League ballgame, he was astounded by what the players were doing on the field before the game. He saw some of his favorite players contorting in all sorts of positions: balancing, running backwards and sideways,
First impressions are important and you can make favorable ones on the first day of class by doing things just a bit out of the ordinary. Here are some ideas.
Many students do not arrive in our courses with college-level reading skills. That usually ends up meaning a couple of things. First off, they
Collaborative course development is a course design model where “students are asked to play more formative, active roles than in traditional models, with the intent of vesting students in their educational processes” (Aiken, Heinze, Meuter, & Chapman, 2016, p. 57). The theoretical foundation for the
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