Teaching strategies for the college classroom
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Six Paths to More Authentic Teaching | Faculty Focus

Most frequently, authenticity is described as being “real” or “genuine,” and the advice often given to faculty wanting to develop authenticity in their teaching is to “just do what comes naturally.” But obvious definitions and easy advice frequently obfuscate deeper complexities, and that is definitely the case with authenticity.

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Teaching strategies for the college classroom
Articles and resources to help college faculty improve their teaching and stay current on the latest pedagogical challenges and trends for the face-to-face, online, blended, and flipped classroom.
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What makes a course hard?

What makes a course hard? | Teaching strategies for the college classroom | Scoop.it

"The more I read and think about what makes a course "hard," the more it feels like we're trying to nail jello to the wall. When we meet the needs of some, the rest may feel squished. It may not be possible to get it right, all the time, for every student."

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Taking Time to Refresh, Recharge, and Recommit

Taking Time to Refresh, Recharge, and Recommit | Teaching strategies for the college classroom | Scoop.it
It's important to set aside some time for a planned and purposeful set of activities that renews your commitment to and passion for teaching.
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Student Rights and the Role of Faculty

Student Rights and the Role of Faculty | Teaching strategies for the college classroom | Scoop.it
Here's a list we could use to start a conversation about the learning-related conditions students have the right to expect in every college course.
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elvisvitamins's comment, May 11, 12:01 AM
Good
underagelola's comment, May 11, 5:00 AM
Good
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Back in my day, we lectured in unflipped classrooms... and we loved it 

Back in my day, we lectured in unflipped classrooms... and we loved it  | Teaching strategies for the college classroom | Scoop.it

Well, in my day, when I was an undergraduate, we didn’t have all these newfangled “radical pedagogies.” We’d loll in class, getting our faces sand-blasted by hot flaming chunks of knowledge expectorated by a professor who never learned our names. He’d drift hopelessly off subject and make inappropriate sexual innuendos. And we loved—actually we didn’t love it. We just never imagined there could be any other way to learn.

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Five Ways to Get Students Thinking about Learning, Not Grades

Five Ways to Get Students Thinking about Learning, Not Grades | Teaching strategies for the college classroom | Scoop.it
Grades matter, of course, but we need to get students more focused on learning and more accurately understanding it's a matter of effort more than ability.
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How Faculty and Instructional Designers Can Work Together - University of Wisconsin-Extension CEOEL

How Faculty and Instructional Designers Can Work Together - University of Wisconsin-Extension CEOEL | Teaching strategies for the college classroom | Scoop.it

Athena is an associate professor of philosophy, and this summer she’ll be creating an online version of one of her courses. Her chair/dean has asked her to work with an instructional designer, but Athena hasn’t worked with an “ID” before. She feels a bit nervous about it, so she asks a few of her …

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Common Challenges for Instructors in Large Online Courses

Teaching in the online classroom is becoming commonplace for instructors as universities seek to grow enrollments and tap into unexplored markets. Many instructors, however, are often unprepared for the nuances of distance education and apprehensive about making the transition to online learning. This article aims to discuss common challenges for instructors of high-enrollment online courses (70+ students). Course design and instructional effectiveness are some of the most significant challenges facing instructors tasked with managing large online courses and those challenges align with the areas students commonly consider as necessary for successful online delivery. Using examples from large online classes and the existing research on best practices in online education, ways to minimize those challenges will be discussed.
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New Report Examines What's Next for Academic and Research Libraries

NMC Horizon Report reveals the top trends, challenges, and technology developments disrupting academic and research libraries worldwide.
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What Research Tells Us about Online Discussion

What Research Tells Us about Online Discussion | Teaching strategies for the college classroom | Scoop.it
A meta-analysis of studies on online discussion yields interesting findings about student participation habits that faculty can use to boost engagement.
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The Distracted Classroom

The Distracted Classroom | Teaching strategies for the college classroom | Scoop.it
New research may help us break the impasse over how to cope with digital diversions in the classroom.
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Fabiana Garcia Marulanda's curator insight, March 13, 9:14 PM
Nowadays, it is normal to see the students becoming more and more distracted, which the teachers are trying to eradicate. However, it is a very complex thing to carry out, yet the document names a book so that all of us can access and understand how Handle distraction. 
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Key Issues in Teaching and Learning 2017

Key Issues in Teaching and Learning 2017 | Teaching strategies for the college classroom | Scoop.it
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What Can We Learn from End-of-Course Evaluations?

What Can We Learn from End-of-Course Evaluations? | Teaching strategies for the college classroom | Scoop.it
No matter how much we debate the issue, end-of-course ratings count. This post explains how faculty can move beyond these ratings to improve their teaching.
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Effective Discussion Prompts for Online Discussion Boards

Published on Jun 7, 2015
The video explains why it is important to ask right, open-ended questions. It will give you overview for ineffective and effective question for online discussion boards, and some ideas of alternatives to the question-and-answer format.

Via Dennis T OConnor
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Dennis T OConnor's curator insight, February 26, 4:20 PM

Learning to facilitate online discussion requires practice and a first foundation in the best practices described in this video. 

HCL's curator insight, March 6, 8:20 PM
A little long but raises some valuable points on eliciting effective online discussions...
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Using a Flipped Classroom Approach and Just-in-Time Teaching to Engage Students

Using a Flipped Classroom Approach and Just-in-Time Teaching to Engage Students | Teaching strategies for the college classroom | Scoop.it
Course gets redesigned using the flipped classroom model and Just-in-Time-Teaching techniques that promote the use of class time for more active learning.
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Digging Deeper into Social Presence

Digging Deeper into Social Presence | Teaching strategies for the college classroom | Scoop.it
I've written several times about the Community of Inquiry framework and how it relates to online education. Developed initially by Garrison, Anderson and Archer (2000), the framework examines the different "presences" that need to be cultivated to build an effective online learning community. As they design and facilitate an online class, instructors need to thoughtfully…
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Point-Based Grading Systems: Benefits and Liabilities

Point-Based Grading Systems: Benefits and Liabilities | Teaching strategies for the college classroom | Scoop.it
There’s no perfect grading system. This post is about point systems—not because they’re the best or the worst but because they’re so widely used.
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Professors are hired to teach, but few are ever taught how

Professors are hired to teach, but few are ever taught how | Teaching strategies for the college classroom | Scoop.it

Professional development has to be relentlessly focused on student success.

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Should We Lose the Lecture? – Stanford Magazine – Medium

Should We Lose the Lecture? – Stanford Magazine – Medium | Teaching strategies for the college classroom | Scoop.it
To AN OUTSIDER, the contest at the heart of Carl Wieman’s 2009 experiment at the University of British Columbia might have looked laughably lopsided. On one side was a charismatic veteran professor…
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Why Won’t Students Ask Us for Help?

Why Won’t Students Ask Us for Help? | Teaching strategies for the college classroom | Scoop.it
A group of college students was surveyed on what determines whether they will ask their professor for help. Here's what they said.
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Learning Outside Your Comfort Zone

Learning Outside Your Comfort Zone | Teaching strategies for the college classroom | Scoop.it
True, learning outside the comfort zone is anything but comfortable. But do it and watch how it changes things, most notably your teaching.
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Why I Teach Online

Why I Teach Online | Teaching strategies for the college classroom | Scoop.it

Faculty objections to online teaching remain widespread in the academic circles in which I travel. At each of the universities where I’ve taught, I’ve encountered colleagues who feared or despised it, most of the time without ever actually having taught online themselves.

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Participation Points: Making Student Engagement Visible

Participation Points: Making Student Engagement Visible | Teaching strategies for the college classroom | Scoop.it
Engaged learners are active learners, but how do we help our students shift from grade seekers to knowledge seekers? A participation rubric can help.
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2017 Teaching Professor Conference

2017 Teaching Professor Conference | Teaching strategies for the college classroom | Scoop.it

The 14th Annual Teaching Professor Conference will be in St. Louis, Missouri from June 2-4, 2017.  The conference features 80+ concurrent sessions,  seven preconference workshops, two plenary presentations, and 47 poster sessions.  

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Mid-term Formative Evaluation: Using a PLUS/DELTA Assessment Technique – CELT

You can learn a great deal about how your students are learning in a course, and what adjustments both you and your students might make, by asking your students to give your course a mid-term evaluation. One way to do this is by using a Plus/Delta feedback tool.
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The Teaching Professor Newsletter Celebrates 30 Years

The Teaching Professor Newsletter Celebrates 30 Years | Teaching strategies for the college classroom | Scoop.it
Where were you 30 years ago? Maryellen Weimer, PhD, was writing the very first issue of The Teaching Professor newsletter, and she hasn’t stopped since.
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