Beloit College releases their Class of 2013 Mindset list.
Stony Brook University continues to broadcast their Innovations in Education television show. Interviewing faculty on, “innovative approaches and best practices in teaching, and applications of educational technology that have had a positive effect on student learning.”
The New York Times covers a report for the Department of Education discussing current trends in online education. They report that students taking some or all of a course online score better than students in a traditional section. Worth noting that the conclusions were based on testing performance rather than learning objectives.
US News and World Report visits DePaul and highlights our service-learning and community engagement.
Faculty focus writes on virtual teaching centers and using the syllabus to create an engaging classroom. The article on using the syllabus provides tips for how to present yourself on the first day of class and get feedback from your students.
Inside Higher Ed. reports on innovative classes at the New Jersey Institute of Technology that are teaching students programming on the iPhone.
Wednesday, August 26, 2009
Friday, August 21, 2009
Factors Contributing to Improved Teaching Performance
In a recent article published (DePaul Library - Requires CampusConnect) in Innovative Higher Education McGowan and Graham (2009) reported on teaching surveys from 203 faculty at Brigham Young University. These faculty were selected for improvement on their student ratings over the past three years.
While the this research was conducted at one University, many of the findings and concepts can be universally applied. Indeed, many of the factors, including active learning techniques, defining learning outcomes, and personalism are advocated for in some of the most well known literature on college teaching including McKeachie's McKeachie's Teaching Tips and Fink's Creating Significant Learning Experiences. Both of these books can be found in the Office for Teaching, Learning and Assessment library.
Conducted by the University’s Center for Teaching and Learning, the researchers were interested in finding out what factors led to improved teaching performance. The team analyzed the teaching surveys and conducted follow up interviews with 27 faculty from 10 of the 12 colleges at BYU. They reported 3 factors that contributed to improved teaching performance:
- Active/practical learning
- Frequent in class discussions
- Real world experience/practical applications of course content
- Clear expectations/learning outcomes
- Focus on defined learning outcomes
- Emphasis on learning outcomes when giving feedback
- Teacher/student interactions
- Demonstrating interest in students’ lives
- Learning students’ names
- Online student rating scores
- Mid term surveys and exit interviews
- Lack of excitement in class
- Personal desire
- Teaching support
- Teaching material
While the this research was conducted at one University, many of the findings and concepts can be universally applied. Indeed, many of the factors, including active learning techniques, defining learning outcomes, and personalism are advocated for in some of the most well known literature on college teaching including McKeachie's McKeachie's Teaching Tips and Fink's Creating Significant Learning Experiences. Both of these books can be found in the Office for Teaching, Learning and Assessment library.
References
McGowan, W., & Graham, C. (2009, December). Factors Contributing to Improved Teaching Performance. Innovative Higher Education, 34(3), 161-171. Retrieved August 21, 2009, doi:10.1007/s10755-009-9103-6
Wednesday, August 19, 2009
Over a cup of coffee: August 19th edition
The University Center for Writing-based Learning posts a new Podcast: Episode 4: “Hot Topics in Writing Looks at Procrastination”.
College Teaching publishes research on “How many Tests do we Really Need?”1 (Requires CampusConnect login).
The Teaching Professor provides 6 strategies to get students to read deeply. Reason number 5, “Perspective taking—If the readings themselves pull students in, engage them by challenging beliefs, proposing alternatives and different views, and offering interesting anecdotes, that engages readers and keep them in the text for longer.”
The BYU Center for Teaching and Learning has useful tips on how to introduce yourself and the course content on the first day of class.
Simmons College posts summaries of new low-cost technology tools and when they would be useful.
Focused on K-12 research, the Maine Learning and Technologies Initiative and the Ewing Marion Kauffman Foundation are conducting research entitled Games, Learning & Technology Initiative (GLTI). Ruben R. Puentedura, on the research team, posts a number of Podcasts and PDF files on how games can be used in educational settings.
College Teaching publishes research on “How many Tests do we Really Need?”1 (Requires CampusConnect login).
The Teaching Professor provides 6 strategies to get students to read deeply. Reason number 5, “Perspective taking—If the readings themselves pull students in, engage them by challenging beliefs, proposing alternatives and different views, and offering interesting anecdotes, that engages readers and keep them in the text for longer.”
The BYU Center for Teaching and Learning has useful tips on how to introduce yourself and the course content on the first day of class.
Simmons College posts summaries of new low-cost technology tools and when they would be useful.
Focused on K-12 research, the Maine Learning and Technologies Initiative and the Ewing Marion Kauffman Foundation are conducting research entitled Games, Learning & Technology Initiative (GLTI). Ruben R. Puentedura, on the research team, posts a number of Podcasts and PDF files on how games can be used in educational settings.
References and Notes
Kuo, T., & Simon, A. (2009, Summer2009). How many Tests do we Really Need?. College Teaching, 57(3), 156-160. Retrieved August 19, 2009, from Academic Search Premier database.
Wednesday, August 12, 2009
Over a cup of coffee: August 12th edition
Brigham Young University's Center for Teaching and Learning post a podcast of Ken Bain and James Zimmerman's article “Understanding Great Teaching”.
George Mason University's Center for History and New Media provides an incredibly useful syllabus finder.
Tech and Learning expand Bloom's Taxonomy for the digital age.
The Teaching Professor provides reasons why it's important to share feedback on teaching evaluations with your students.
The Teaching Commons posts new pages on How Do I Know My Students Are Learning?
The DePaul Office for Teaching, Learning and Assessment has moved to Lewis 1300.
The IDD Blog posts on Outsmarting Outsourcing: Making Your Course Priceless in a Competitive Market.
George Mason University's Center for History and New Media provides an incredibly useful syllabus finder.
Tech and Learning expand Bloom's Taxonomy for the digital age.
The Teaching Professor provides reasons why it's important to share feedback on teaching evaluations with your students.
The Teaching Commons posts new pages on How Do I Know My Students Are Learning?
The DePaul Office for Teaching, Learning and Assessment has moved to Lewis 1300.
The IDD Blog posts on Outsmarting Outsourcing: Making Your Course Priceless in a Competitive Market.
Wednesday, August 5, 2009
Over a cup of coffee: August 5th edition
The IDD Blog posts on Is “Teamwork” an Oxymoron for Online Learning?
Inside Higher Ed. posts on current trends with student note sharing websites. Take away: Students across many campuses will be increasingly sharing notes and class resources as the tools to do so become easier. The connections these services create could be used to facilitate peer instruction, collaboration, and discussion.
The Teaching, Learning, and Technology group hosts a free webinar Frugal Innovations: Faculty Roles and Programmatic Support. The webinar continues August 11th and 18th. Register here.
The New York Times posts a visual diary of student perspectives on their college experience. “The common theme: broadening horizons.”
Inside Higher Ed. posts on current trends with student note sharing websites. Take away: Students across many campuses will be increasingly sharing notes and class resources as the tools to do so become easier. The connections these services create could be used to facilitate peer instruction, collaboration, and discussion.
The Teaching, Learning, and Technology group hosts a free webinar Frugal Innovations: Faculty Roles and Programmatic Support. The webinar continues August 11th and 18th. Register here.
The New York Times posts a visual diary of student perspectives on their college experience. “The common theme: broadening horizons.”
Subscribe to:
Posts (Atom)