The current issue of the Journal of the Scholarship of Teaching and Learning features articles on refutational teaching, community-based language instruction, procrastination during group projects, and much more.
ProfHacker suggests that a "writing contract" can help instructors avoid grading huge stacks of papers by allowing students to generate their own individual deadlines.
The Spotlight on Digital Media and Learning blog shares some potentially startling statistics on internet access in the U.S., which is increasingly important as more and more faculty members incorporate web-based technologies into their classes.
Faculty Focus makes a case for small-group exams and quizzes, which may involve collaboration before, during, or after the test itself.
Wednesday, February 23, 2011
Monday, February 14, 2011
Spotlight on Teaching and Learning: Feb. 14th Edition
Join the University Center for Writing-based Learning as they celebrate International Writing Centers Week (Feb. 14-18) with writing-themed events that will appeal to faculty, staff, students, and alumni.
Indiana University Bloomington and Samuel Thompson provide an interactive tutorial on the scholarship of teaching and learning, including historical information, faculty SoTL projects, and resources for further inquiry.
ProfHacker offers some helpful suggestions on establishing an online presence for professors who are increasingly incorporating social media, learning management systems, and digital portfolios into their teaching.
In an opinion piece from Inside Higher Ed, Diana Chapman Walsh surveys the field of learning scholarship and issues a call to action for a more scientific, evidence-based approach to the study of learning.
Indiana University Bloomington and Samuel Thompson provide an interactive tutorial on the scholarship of teaching and learning, including historical information, faculty SoTL projects, and resources for further inquiry.
ProfHacker offers some helpful suggestions on establishing an online presence for professors who are increasingly incorporating social media, learning management systems, and digital portfolios into their teaching.
In an opinion piece from Inside Higher Ed, Diana Chapman Walsh surveys the field of learning scholarship and issues a call to action for a more scientific, evidence-based approach to the study of learning.
Monday, February 7, 2011
Spotlight on Teaching and Learning: Feb. 7th Edition
Faculty Focus clarifies the ways in which FERPA may or may not impact instructors' use of social media in the classroom.
This month's Teaching Carnival points to dozens of insightful articles and blog posts on a range of teaching topics, including course evaluations and the first week of class.
Derek Bruff reflects on his grading standards and arrives at some difficult questions when thinking about what to do next.
The University of Venus blog explores how something as simple as teaching barefoot on a service learning trip abroad can impact one's perspective on authority and the classroom experience.
This month's Teaching Carnival points to dozens of insightful articles and blog posts on a range of teaching topics, including course evaluations and the first week of class.
Derek Bruff reflects on his grading standards and arrives at some difficult questions when thinking about what to do next.
The University of Venus blog explores how something as simple as teaching barefoot on a service learning trip abroad can impact one's perspective on authority and the classroom experience.
Friday, January 28, 2011
Over a Cup of Coffee: January 28th Edition
Daniel S. from Faculty Instructional Technology Services invites teachers to consider using low-tech games and simulations in their courses on the Instructional Design & Development Blog.
ProfHacker offers some thoughtful tips on dealing with student frustration and fostering a sense of trust in the classroom.
The University Center for Writing-based Learning blog recommends a little-known grammar resource that is extremely useful for both teachers and students.
Faculty Focus makes a case for developing problem-based learning skills through online class discussions.
ProfHacker offers some thoughtful tips on dealing with student frustration and fostering a sense of trust in the classroom.
The University Center for Writing-based Learning blog recommends a little-known grammar resource that is extremely useful for both teachers and students.
Faculty Focus makes a case for developing problem-based learning skills through online class discussions.
Monday, December 20, 2010
New Research in the Scholarship of Teaching and Learning
The Journal of the Scholarship of Teaching and Learning is an outlet for professors to share their reflections and knowledge of teaching and learning. Two articles of general interest are:
The student-authored essay as a teaching tool by J. R. Slade Jr. In courses that emphasize writing and composition, is it more helpful for students to read model essays written by other students instead of examples from professional writers? In this article from the current issue of JoSoTL, Slade sets out to answer that question and to uncover just how effective student-authored models can be as learning tools.
Supporting student learning: improving performance on short-essay exams using realistic practice opportunities by W. H. Dotson, J. B. Sheldon, and J. A. Sherman. It comes as no surprise that it can be difficult for students to apply class material in new contexts during exams without having practiced first. In this article, the authors report on research findings that showed students who attended mock exam study sessions (like those offered by Supplemental Instruction) and completed practice questions did better on the actual exam later on.
The student-authored essay as a teaching tool by J. R. Slade Jr. In courses that emphasize writing and composition, is it more helpful for students to read model essays written by other students instead of examples from professional writers? In this article from the current issue of JoSoTL, Slade sets out to answer that question and to uncover just how effective student-authored models can be as learning tools.
Supporting student learning: improving performance on short-essay exams using realistic practice opportunities by W. H. Dotson, J. B. Sheldon, and J. A. Sherman. It comes as no surprise that it can be difficult for students to apply class material in new contexts during exams without having practiced first. In this article, the authors report on research findings that showed students who attended mock exam study sessions (like those offered by Supplemental Instruction) and completed practice questions did better on the actual exam later on.
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