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Reap the Benefits of Experiential Learning Without Leaving the Classroom | Faculty Focus

Experiential learning is widely recognized as a high-impact educational practice that occurs outside the classroom through experiences such as internships, study abroad, and service-learning. However, experiential learning works very well inside the classroom as well. In fact, there are a number of reasons why faculty may want to facilitate an experiential learning component in class rather than outside of class.

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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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Why I’m Asking You Not to Use Laptops – The Chronicle of Higher Education

Why I’m Asking You Not to Use Laptops – The Chronicle of Higher Education | Teaching strategies for the college classroom | Scoop.it

First, if you have your laptop open, it is almost impossible not to check email or briefly surf the Internet, even if you don’t mean to or have told yourself that you won’t. I have the same impulse if I have my laptop open in a meeting. The problem is that studies indicate that this kind of multitasking impairs learning; once we are on email/the web, we are no longer paying very good attention to what is happening in class. (And there is no evidence I know of that “practice” at doing this kind of multitasking is going to make you better at it!)

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Monitor Nonverbal Communication to Know When and How to Intervene in the Online Classroom | Magna Publications

Monitor Nonverbal Communication to Know When and How to Intervene in the Online Classroom | Magna Publications | Teaching strategies for the college classroom | Scoop.it

In the face-to-face classroom, nonverbal communication such as facial expressions, body posture, eye contact, gestures, and attendance are often used to gauge students’ engagement and understanding. Instructors can use these cues to know when to provide additional support and instruction before proceeding to the next topic. But what about in the online classroom? Are there nonverbal forms of communication that can help instructors know when students have gone off track and need help?

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The Teaching Professor Upcoming Conferences | Faculty Focus

The Teaching Professor Upcoming Conferences | Faculty Focus | Teaching strategies for the college classroom | Scoop.it

Join us in Denver, Colorado for the Teaching Professor Technology Conference., Oct. 10-12. This three-day conference examines the technologies that are changing the way higher education teachers teach and students learn while giving special emphasis to the pedagogically effective ways you can harness these new technologies in your courses and on your campus.

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26 Questions Every Student Should Be Able To Answer

26 Questions Every Student Should Be Able To Answer | Teaching strategies for the college classroom | Scoop.it
26 Questions Every Student Should Be Able To Answer

Via Rosemary Tyrrell
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Rosemary Tyrrell's curator insight, August 19, 7:49 PM

Great ideas here for implementation as well. This post is about encouraging student introspection and thoughtful responses. Easily adapted to higher education. 

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2 Great Techniques for the Flipped Classroom -- Campus Technology

2 Great Techniques for the Flipped Classroom -- Campus Technology | Teaching strategies for the college classroom | Scoop.it
Inspire more student engagement in a flipped class with these two pedagogy-driven methods.
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Motivating Students: Should Effort Count?

Motivating Students: Should Effort Count? | Teaching strategies for the college classroom | Scoop.it
I’ve always said no, effort shouldn’t count. When students pleaded, “but I worked so hard,” or “I studied so long,” I would respond with the clichéd quip about people with brain tumors not wanting surgeons who try hard. Besides if students try hard, if they do their assignments, come to class, take notes, ask questions, and study on more nights than the one before the exam, that effort will pay off. They will learn the material, and their grades will reflect that learning.
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Promoting Academic Integrity in the Online Classroom

Promoting Academic Integrity in the Online Classroom | Teaching strategies for the college classroom | Scoop.it
Teddi Fishman, director of the International Center for Academic Integrity at Clemson University, advocates an instructional design/community-building approach to academic integrity rather than an adversarial approach. Her stint as a police officer informs this stance. As radar gun companies introduced improved speed enforcement tools, the latest radar detectors (often produced by the same companies) rendered such improvements ineffective. “I learned that you can’t out-tech people, and you don’t want to get into that situation. You don’t want to have that arms race. Certainly some security measures are going to be necessary, but don’t get into the habit of relying on technology to establish a climate of integrity, because it can have adverse effects. Nobody wants to feel like they’re being watched all the time,” she says.
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I Lie About My Teaching

I Lie About My Teaching | Teaching strategies for the college classroom | Scoop.it
It's hard to get a true sense of what a classroom is really like—especially from the adult who runs it.

Via Hybrid Pedagogy
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Four Key Questions about Grading

Four Key Questions about Grading | Teaching strategies for the college classroom | Scoop.it

Does grading provide feedback to help students understand and improve their deficiencies? The grade itself is feedback, but generally it is accompanied with faculty comments that justify the grade and offer suggestions for improvement. Most of us know the problem here, “The grade trumps the comment,” as one researcher cited says. Students tend not to read the comments; they look at the grade and get on with life.

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Putting Students in the Driver's Seat: Technology Projects to Decrease Passivity

Putting Students in the Driver's Seat: Technology Projects to Decrease Passivity | Teaching strategies for the college classroom | Scoop.it
Passivity still seems to be the norm for most college courses: students passively try to learn information from teachers who unwittingly cultivate a passive attitude in their learners. As the subject matter experts, many faculty are reluctant to give up some control. We know the material, there’s a lot to cover, and let’s face it, going the lecture route is often just plain easier for everyone. We “get through” the material, and students aren’t pressed to do anything more than sit back and take notes. Teacher and student thus become complicit in creating a passive learning environment.
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Playing with Teaching Words, Part 3: Active Learning

Playing with Teaching Words, Part 3: Active Learning | Teaching strategies for the college classroom | Scoop.it
When I learned to teach… (Yeah, I know, insert eye rolling, if you must – but realizing I’ve wrapped 35 years of teaching, I should be able to use that phrasing at least once in a post, so…) When I...
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Ann Johnson's curator insight, August 1, 11:27 AM

Putting to rest the active-passive dichotomy in describing effective teaching. A reasoned approach to balancing 'participation' and 'acquisition' in the classroom.

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Feeling Unable to Learn

Feeling Unable to Learn | Teaching strategies for the college classroom | Scoop.it
I’ve just had one of those in-your-face learning experiences. In fact, it was so unnerving that I’m not sure I can even write about it. It all started when I bought a new computer and, as a result, had to learn an entirely new email system. Although not an unusual or difficult situation for most college teachers, it turned into an absolutely awful experience for this learner. I haven’t felt such frustration, anger, and despair for a long time.
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Teaching & Learning - Can New Technologies Increase Interaction in Online Education? - Magna Publications

Teaching & Learning - Can New Technologies Increase Interaction in Online Education? - Magna Publications | Teaching strategies for the college classroom | Scoop.it

There are three types of interaction in online courses: learner-to-content, learner-to-instructor, and learner-to-learner. Each contributes to student retention and motivation. This article elaborates on these types of interaction and suggests which technologies can facilitate each type of interaction.

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A Rising Tide Lifts All Boats: Raising, Communicating, and Enforcing Expectations in Online Courses

A Rising Tide Lifts All Boats: Raising, Communicating, and Enforcing Expectations in Online Courses | Teaching strategies for the college classroom | Scoop.it

From the beginning, some students submitted their assignments without reading any of my sage advice. About a third missed the deadline for the first assignment. Several assignments were missing key components, and some exhibited major formatting flaws. There was a flurry of questions in the discussion forum about the due date and format—answers to which could be found in the numerous documents I had posted. Student frustration mounted when I referred them to existing documents. Indeed, the instant gratification associated with the Internet has “trained students to expect help when they require it—on their schedule” (Creasman, 2012).

 

I provided feedback by electronically editing each assignment and returning the marked-up documents. I was discouraged when I noticed that students continued to make the same errors on subsequent assignments—proof that they had not incorporated my previous feedback. Had they even seen it? It occurred to me that I would need to find more innovative ways to communicate my expectations.

 

I have been able to raise expectations and improve the quality of work in my course by implementing the following practices.

 

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Study examines professors' writing assignments for students | Inside Higher Ed

Study examines professors' writing assignments for students | Inside Higher Ed | Teaching strategies for the college classroom | Scoop.it

Professors sometimes bemoan their students' writing skills. But how good are professors at creating quality writing assignments? There's no recent, national study of how and what professors are asking their students to write, despite lots of research suggesting that rich, varied writing assignments and opportunities for feedback mean better student papers. A new book seeks to fill that data void, and argues that what professors are asking their students to write is as important as what students end up writing.

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Reality Check: Helping to Manage Student Expectations

Reality Check: Helping to Manage Student Expectations | Teaching strategies for the college classroom | Scoop.it
Most students begin college, the academic year, and new courses motivated and optimistic. Many first-year students expect to do well because they were successful in high school. Some are right, but others will only find similar success if they work much harder than they did in high school. Yet most start out expending the same level of effort. They will talk with their classmates and convince each other that an exam covering three chapters can’t be that hard, so they put off studying and then “look over” the chapters the night before— happily dealing with any and all interruptions and distractions.
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Using “Mulligans” to Enhance Student Participation and Reduce Test Anxiety

Using “Mulligans” to Enhance Student Participation and Reduce Test Anxiety | Teaching strategies for the college classroom | Scoop.it
When I speak with other professors who work extensively in the classroom, we often find that we share many of the same challenges. Students’ lack of classroom participation in discussion and test anxiety are two of the most common. Many professors try to mitigate these issues through two time-honored pedagogical tactics: a participation grade and extra credit questions on tests. While both tactics can be effective, by applying concepts from gamification research I found a way to both enhance classroom participation and reduce test anxiety with one simple technique.
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The Art and Science of Successful Online Discussions

The Art and Science of Successful Online Discussions | Teaching strategies for the college classroom | Scoop.it
Faculty use asynchronous discussions to extend and enhance instructional practices in the online classroom. It is widely reported that online discussions play an integral role in facilitating students’ learning, as well as fostering dialogue, critical thinking, and reflective inquiry (Kayler & Weller, 2007; Morris, Finnegan, & Sz-Shyan, 2005). Despite faculty’s knowledge that discussion forums can serve as a useful learning tool, online discussions are not easy to establish and manage.
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Helping Students More Accurately Assess Their Performance - Magna Publications

Helping Students More Accurately Assess Their Performance - Magna Publications | Teaching strategies for the college classroom | Scoop.it

Are your students overly optimistic about their course grades? It is the time of the semester when reality starts sinking in, although many students in trouble don’t express surprise or concern until after the course has ended. Several studies have documented that students, particularly beginning ones, tend to overestimate how well they’re doing in a course.

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20 NEW facts about Flipped Learning in higher ed - eCampus News

20 NEW facts about Flipped Learning in higher ed - eCampus News | Teaching strategies for the college classroom | Scoop.it
According to a 2014 research and case study review, there are roughly 20 new things higher education faculty and leaders should know about Flipped Learning.
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How the Web Became Our ‘External Brain,’ and What It Means for Our Kids | Opinion | WIRED

How the Web Became Our ‘External Brain,’ and What It Means for Our Kids | Opinion | WIRED | Teaching strategies for the college classroom | Scoop.it
Search YouTube for “baby” and “iPad” and you’ll find clips featuring one-year-olds attempting to manipulate magazine pages and television screens as though they were touch-sensitive displays. These children are one step away from assuming that such technology is a natural, spontaneous part of the material world.
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The Rise of the Helicopter Teacher – The Conversation - Blogs - The Chronicle of Higher Education

The Rise of the Helicopter Teacher – The Conversation - Blogs - The Chronicle of Higher Education | Teaching strategies for the college classroom | Scoop.it

A week before the first paper was due, a young woman in my class raised her hand and asked where the rubric was.

 

Shamefaced and stuttering, I had to admit that I had no idea what a rubric was. She helpfully explained that this was a set of guidelines explaining what I expected them to write, how I expected them to write it, and how each aspect of the paper would be evaluated. A set of boxes that students could check off to guarantee that they had met my expectations. For all intents and purposes, in other words, an outline for the paper.

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Faculty Focus's comment, August 6, 11:22 AM
The author confesses that he "has no idea what a learning objective is." Seriously?
Bonni Stachowiak's comment, August 8, 7:43 PM
Awful. Just awful.
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Academic Leadership and the M Word | Magna Publications

Academic Leadership and the M Word | Magna Publications | Teaching strategies for the college classroom | Scoop.it

You can get a really impassioned faculty discussion going just by mentioning “the M Word:” motivation. Try being intentionally provocative sometime and drop “But isn’t it your job to motivate students?” into the conversation, and sit back to enjoy the show. Someone will almost always respond that it’s a faculty member’s job to educate the students. Motivation is their own matter. If they register for courses and can’t be motivated enough to do the homework, show up, and participate in discussions, then maybe they shouldn’t be in college anyway. “We’re not their babysitters,” someone will probably say. “One of the things that’s wrong with higher education is that we’re expected not just to teach our courses and engage in research, but also recruit new students, entertain them, and prod them to become interested in things they should already be interested in. It’s ridiculous.”

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Meaningful Interaction in Online Courses | Higher Ed Beta @insidehighered

Meaningful Interaction in Online Courses | Higher Ed Beta @insidehighered | Teaching strategies for the college classroom | Scoop.it

Critics of online education, especially in the humanities, often stress the importance of face-to-face interaction. It is face-to-face interaction, the reasoning goes, that makes traditional in-person courses superior to their online counterparts. Without rejecting the premise, it nevertheless seems counterproductive to think of in-person courses and online courses in strictly competitive terms. If online courses are here to stay and we in the humanities are expected to teach them, these vigorous defenses of the in-person course will not make us better online instructors. In other words if we want to make online courses better, then it seems crucial to think about how we can promote “interaction” when “face-to-face” is not an option.

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International Journal for the Scholarship of Teaching and Learning | Centers for Teaching and Technology (CT2)

The International Journal for the Scholarship of Teaching and Learning (ijSOTL) is an open, double-blind peer reviewed electronic journal published twice per year by the Centers for Teaching & Technology at Georgia Southern University. The journal is an international forum for research and information about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education.
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