learner-centered teaching

Is My Teaching Learner-Centered?

Maryellen Weimer February 14, 2018

It’s hard to say—we have no definitive measures of learner-centeredness or even mutually agreed upon definitions. And yet, when we talk about it, there’s an assumption that we all understand the reference.

<img decoding="async" style="float: right; margin-left: 10px;" title="Teaching Professor Blog" src="https://qa.teachingprofessor.com/wp-content/uploads/2018/05/for-those-who-teach-wordmark-230x130b.gif " alt="Teaching Professor Blog

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sleeping in class

Disruptive Students: Personality Styles and Recommended Responses

Bonnie Snyder February 13, 2018

In a perfect world, college students would always be eager, well disciplined, and respectful.

In the real world, some students come to class late, miss deadlines, or fall asleep during lectures. Others monopolize class time, make insulting or abusive comments, and even physically threaten or intimidate

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mid-semester feedback

A Collaborative Midterm Student Evaluation

Maryellen Weimer February 8, 2018

Can students collaborate on the feedback they provide faculty? How would that kind of input be collected? Both are legitimate questions, and both were answered by a group of marketing faculty who developed, implemented, and assessed the approach.

The first argument, supported by research cited in

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time-saving strategies for college faculty.

Save Time and Promote Learning? Yes, You Can!

Maryellen Weimer February 7, 2018

Teaching well takes time—time to prepare content and course materials, to interact with students in class, during office hours and electronically, to keep up with developments in the field, to grade and provide constructive feedback, and that just starts the list. To allow for scholarly

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disruptive students

Coping with Seven Disruptive Personality Types in the Classroom

Bonnie Snyder February 5, 2018

The typical college professor is bound to run into his or her share of difficult students during the course of an academic career. Some students create nuisances by engaging in annoying behavior, such as interfering with classroom proceedings, making irrelevant comments, and causing noisy interruptions.

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Rubrics

Rubrics: Defining Features

Maryellen Weimer February 2, 2018

Twenty years ago, many faculty didn’t know what rubrics were, but today they are well known and widely used, both in practice and research. And like many other instructional innovations, they have come to be used and defined differently. Dawson (2017) aspires to sort through

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Study Abroad and Learning Outcomes

Study Abroad and Learning Outcomes

Maryellen Weimer February 2, 2018

Do study abroad experiences promote learning? One could assume so, but it’s nice to know for sure, and Varela’s (2017) meta-analysis of 72 study abroad investigations offers the most definitive answer we have to date. The study looks at learning in three areas: (1)

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Promote Learning

Better Understanding Why and How Cases Promote Learning

Maryellen Weimer February 2, 2018

Clyde Herreid, a biology professor at SUNY Buffalo, has been a leader in the use of case studies in science teaching. His interest in “stories with an educational message” began in the 80s and has resulted in the creation of a large collection of cases

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