Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the generalizations reported in it. Like most articles that synthesize the
Class discussions present teachers with a number of different challenges, including the often limited number who participate, those who make comments but do so without having done the reading, and the many students who, as Emily Gravett notes, treat class discussions as “down time.” (p.
Last month we laid out what podcasting is and why you might want to explore it for use in your classes and with your colleagues. Now let’s talk about some of the practical considerations of making a podcast.
First, a caveat: we assume in this
As teaching professors, we try to change students, whether it’s a change that increases their factual knowledge, one that gives them a new way of thinking, or one that develops an important new skill. Frustration, stress, and tension frequently accompany change, especially change that involves
Every year, we enthusiastically welcome incoming students to the academy. I teach at a large research university with a strong and proud commitment to teaching undergraduates. For those of us in professional roles, belonging to the academy means something rich. It includes discussions in hallways
Listening is important—everyone agrees. Would there be any point talking if no one listened? And for most people, it’s a skill with potential for improvement. Increasingly, it’s been seen as an essential professional skill. Sandra Spartaro and Janel Bloch’s excellent article on listening references a
As a longstanding psychology faculty member at my institution, I routinely teach junior-level classes on research methods in the social sciences. Successful completion of an undergraduate course in research methods is vital not only in my field but in many others where, if not expected
As teachers, we see value in what we assign students, but students don’t always appreciate the relevance or understand the purpose of their assignments. Required readings are a great example of this disconnect. However, when students have some input into their learning, their response to
“Students can critically read in a variety of ways:
My family and I have had the privilege of living in the Middle East for nearly three decades. In addition to the extraordinary Arab hospitality we have enjoyed, it also has been a time of learning. Many of my parochial assumptions have been challenged, not
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It does have a clear, easy to follow organizational structure and most notably, it spells out implications—what teachers might consider doing in response to what the research says motivates students. Here’s a quick run-down of those generalizations and their implications.
