Teaching in Times of Crisis. Originally written in 2001 by CFT staff Revised and updated in April 2013 by Nancy Chick, CFT Assistant Director Whether local, national, or international in scope, times of crisis can have a significant impact on the college classroom. The students need not be directly related or personally involved to experience anxiety or trauma. Whil
What would happen if you asked undergraduate students not about how to please the professor but about what promotes good learning, for all of us, together, as participants in a learning community? I talked it over with the graduate-student instructor working with me, and we decided to do just that in the first discussion sections for the year. What better way to think together about what kind of learning community we wanted to build?
Exam wrappers contain a set of guided questions that encourage students to review their exams, determine where and why they lost points and how they could improve studying and exam taking in the future.
During the Teaching Professor Technology Conference in Atlanta, I was a facilitator for a Strategy Swap session on group work. I met with two different groups of people for thirty minutes each, and we shared our strategies. Most of our discussion focused on group work in the classroom — that is, breaking students up into small groups to let them practice strategies we’re teaching them. However, in one of the groups, our conversation focused more on group assignments, or team projects.
We shared a common problem across our disciplines (design, engineering, nursing, and English): How do you ensure all group members are accountable without encouraging them to “tattle” on one another?
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