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Dead Ideas That Limit Teaching and Learning | Faculty Focus

Dead Ideas That Limit Teaching and Learning | Faculty Focus | Web Resources for New Faculty | Scoop.it
We need technology, content expertise, and outcomes but they aren’t the only things that matter. We need to seize the opportunity to improve all manner of teaching and learning
Ann Johnson's insight:

Challenging ideas from Augsburg Sociology prof and Faculty Development expert Diane Pike. She has provided several popular workshops on our campus in recent years.

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Revised Bloom’s Taxonomy and tools for developing learning objectives

Revised Bloom’s Taxonomy and tools for developing learning objectives | Web Resources for New Faculty | Scoop.it
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From Iowa State University Center for Excellence in Teaching and Learning -- Excellent tools for developing clear and measurable learning objectives. 

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Riding Out Rejection | The Scientist Magazine®

Riding Out Rejection | The Scientist Magazine® | Web Resources for New Faculty | Scoop.it
How to navigate the choppy waters of scientific publication
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Essay on the importance of sharing work and facing rejection to advance a scholarly career @insidehighered

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Five Ways to Say No Gracefully

Five Ways to Say No Gracefully | Web Resources for New Faculty | Scoop.it
When yes is overused it takes what should be a whole-hearted gift and turns it into an anxiety-producing check box. Courtney Martin's argument for saying "no" gracefully and learning to measure life in acts of unhurried love.
Ann Johnson's insight:

In academia there are always more demands on your time than you can reasonably handle. And if you're untenured you may feel pressure to say yes to everything, but you should resist. Here are some tips for saying "no" gracefully. 

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Effective Ways to Structure Discussion

Effective Ways to Structure Discussion | Web Resources for New Faculty | Scoop.it
The use of online discussion in both blended and fully online courses has made clear that those exchanges are more productive if they are structured, if there’s a protocol that guides the interaction. This kind of structure is more important in the online environment because those discussions are usually asynchronous and minus all the nonverbal cues that facilitate face-to-face exchanges. But I’m wondering if more structure might benefit our in-class discussions as well.

Students struggle wi
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Cruel Student Comments: Seven Ways to Soothe the Sting

Cruel Student Comments: Seven Ways to Soothe the Sting | Web Resources for New Faculty | Scoop.it
Reading students’ comments on official end-of-term evaluations—or worse, online at sites like RateMyProfessors.com—can be depressing, often even demoralizing. So it’s understandable that some faculty look only at the quantitative ratings; others skim the written section; and many others have vowed to never again read the public online comments. It’s simply too painful.

How else might you respond? Here are seven suggestions for soothing the sting from even the most hurtful student comments:
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Unlocking the Mystery of Critical Thinking

Unlocking the Mystery of Critical Thinking | Web Resources for New Faculty | Scoop.it
Critical thinking. We all endorse it. We all want our students to do it. And we claim to teach it. But do we? Do we even understand and agree what it means to think critically?

According to Paul and Elder’s (2013a) survey findings, most faculty don’t know what critical thinking is or how to teach it. Unless faculty explicitly and intentionally design their courses to build their students’ critical thinking skills and receive training in how to teach them, their students do not improve their ski
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How to Overcome the Fear of ‘Putting Yourself Out There’

How to Overcome the Fear of ‘Putting Yourself Out There’ | Web Resources for New Faculty | Scoop.it
In honor of Arianna Huffington's marvelous book THRIVE, I want to write about a very specific aspect of well-being: freedom from fear of sharing one's ideas.
Ann Johnson's insight:

Susan Cain, author of "Quiet," makes some very good points about the value of sharing your ideas and work. She also addresses social anxiety -- something that keeps many of us from putting ourselves out there.

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Flipping your course: Questions and answers

Flipping your course: Questions and answers | Web Resources for New Faculty | Scoop.it

Good advice for structuring your time expectations in a flipped course, and managing student expectations based on level of college experience.

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Teaching Statement as Self-Portrait

Teaching Statement as Self-Portrait | Web Resources for New Faculty | Scoop.it
Drop the abstract description and make your statement of teaching philosophy a window into your classroom style.
Ann Johnson's insight:

Important insight: the teaching statement should be concrete, evoking your unique experience and style with examples.

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Working alone 'together' can be good motivation - Futurity

Working alone 'together' can be good motivation - Futurity | Web Resources for New Faculty | Scoop.it
The sense that you're not the only one tackling a challenge—even if you're physically alone—can increase motivation, say researchers.
Ann Johnson's insight:

More good evidence for value of team-based learning in the classroom, but this study also reinforces the value of faculty 'accountability groups' to nurture productivity.

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"She Didn’t Teach. We Had to Learn it Ourselves.” | Faculty Focus

"She Didn’t Teach. We Had to Learn it Ourselves.” | Faculty Focus | Web Resources for New Faculty | Scoop.it

"Yesterday I got an email from a faculty member who had just received her spring semester student ratings .  .  . She’d gotten one of those blistering student comments. “This teacher should not be paid. We had to teach ourselves in this course."

Ann Johnson's insight:

Essential reading for anyone trying new active learning strategies, flipping, or team-based learning this semester. Be sure to read third paragraph from the bottom on the importance of managing student expectations.

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Soliciting External-Review Letters for your tenure review portfolio

Soliciting External-Review Letters for your tenure review portfolio | Web Resources for New Faculty | Scoop.it
Crafting the list of potential reviewers is the most critical part.
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Strategies for Addressing Student Fear in the Classroom

Strategies for Addressing Student Fear in the Classroom | Web Resources for New Faculty | Scoop.it
Upon setting foot in the classroom at the beginning of the semester, many students experience varying degrees of anxiety or fearfulness. As educators, we often sense nervousness among our pupils as we introduce ourselves and hand out copies of the course syllabus to review. Most students settle in shortly, but some may remain consistently fearful. Is it possible that their high levels of fear negatively affect their ability to learn in the classroom from week to week? In this article, we discuss
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Advice for a young black woman in academe about not being called Doctor @insidehighered

Advice for a young black woman in academe about not being called Doctor @insidehighered | Web Resources for New Faculty | Scoop.it
Ann Johnson's insight:

As always, insightful advice from Kerry Ann Rockquemore.

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Ann Johnson's curator insight, March 11, 1:17 PM

As always, insightful advice from Kerry Ann Rockquemore.

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Essay on importance of working a little fun into your academic work schedule @insidehighered

Essay on importance of working a little fun into your academic work schedule @insidehighered | Web Resources for New Faculty | Scoop.it

Excellent advice from Kerry Ann Rockquemore.

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10 Things the Best Digital Teachers Do

10 Things the Best Digital Teachers Do | Web Resources for New Faculty | Scoop.it

"The best digital teachers share certain perspectives on the use and abuse of technology in the traditional classroom or online; and most of those teachers have learned their techniques through experimentation and revision."

Ann Johnson's insight:

Great synthesis of advice from experts pulled together by Jesse Stommel and Sean Michael Morris.

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Six Questions That Will Bring Your Teaching Philosophy into Focus

Six Questions That Will Bring Your Teaching Philosophy into Focus | Web Resources for New Faculty | Scoop.it
Earlier this year, a couple of contributions to The Teaching Professor (Haave 2014) and Faculty Focus (Weimer 2014) discussed the place of learning philosophies in our teaching. The online comments to Weimer’s blog post (2014) made me think more about how we as instructors need to be careful to bridge instructivist and constructivist teaching approaches for students not yet familiar with taking responsibility for their own learning (Venkatesh et al 2013).
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What Are They Learning? And How?

What Are They Learning? And How? | Web Resources for New Faculty | Scoop.it
Here are three simple ways to get quality student feedback in your courses.
Ann Johnson's insight:

Tips on assessing student knowledge in order to tailor class activity.

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Prompts to Help Students Reflect on How They Approach Learning

Prompts to Help Students Reflect on How They Approach Learning | Web Resources for New Faculty | Scoop.it
One of the best gifts teachers can give students are the experiences that open their eyes to themselves as learners. Most students don’t think much about how they learn. Mine used to struggle to write a paragraph describing the study approaches they planned to use in my communication courses. However, to be fair, I’m not sure I had a lot of insights about my learning when I was a student. Did you?
Ann Johnson's insight:

From Maryellen Weimer and Faculty Focus: Great ideas for helping students reflect on their learning process.

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Racism Insurance Promo for Dear White People: A Critique

Racism Insurance Promo for Dear White People: A Critique | Web Resources for New Faculty | Scoop.it
Racist speech is lampooned, sexism gets a pass, in "Racism Insurance" spot
Ann Johnson's insight:

A humorous way to explore White privilege in the classroom (and for White instructors, reminders of the need for frequent self-examination). As this critic points out, however, the sexism in the last video should be called out and rejected.

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Productive Online Discussions

Productive Online Discussions | Web Resources for New Faculty | Scoop.it

From Synergia Newsletter (University of St. Thomas Faculty Development Center) -- Elizabeth Smith on making your online discussion more productive and creative.

Ann Johnson's insight:

Great insights from Elizabeth Smith. Highlight: there's more than one option for how to format online discussion, and format selection depends on your goals. 

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Facilitating Creative Online Forums and Discussion Boards in Online Learning

Facilitating Creative Online Forums and Discussion Boards in Online Learning | Web Resources for New Faculty | Scoop.it
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A good approach to crafting effective discussion board prompts or questions -- drawing them in by letting them be creative.

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Learning to Let Go: Listening to Students in Discussion - Hybrid Pedagogy

Learning to Let Go: Listening to Students in Discussion - Hybrid Pedagogy | Web Resources for New Faculty | Scoop.it
When a class involves discussion, we owe it to our students to not know what’s going to happen, lest we start dictating what we want them to think. To truly engage another in a conversation, we respond to the ideas that develop organically
Ann Johnson's insight:

Appreciated this observation: "I wasn’t actually letting students try things in our conversations. Instead, I expected them to say things, and I waited until they said what I expected. It was a farce, and I should have just told them what was on my mind and waited for them to ingest it, old-school style."

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