HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

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Does Discussion Make a Difference?

Here’s the scenario: Students are taking a chemical thermodynamics course. The instructor solicits clicker responses to a conceptually based multiple-choice question. Students answer individually, write a brief explanation in support of their answer, and indicate how confident they are that their answer is correct. They are then encouraged to discuss their answers with two or three (self-selected) other students. After that discussion, they have the opportunity to change their answer if they wish, write another explanation for the answer, and once again indicate their degree of confidence in their answer. Do you think that discussion would make a difference—particularly, would it make a difference in their understanding of the concept?

Maryellen Weimer, PhD September 19, 2014

Strategies for Managing Online Discussions

In small online courses, instructors have the luxury of participating in frequent personal interactions with students in online discussions. But doing this with more than 15 students can be difficult. Fortunately, there are ways to maintain instructor presence and participation in online discussions without becoming overwhelmed. In an interview with Online Classroom, Heidi Ash, online program director for the Department of Health Studies at Texas Woman’s University, offered the following ways to address this issue:

Rob Kelly September 18, 2014

Overcoming the Imposter Syndrome: Advice for New Faculty

Last week, an imposter took over my classroom. Come to find out, that imposter was me.

I started teaching three years ago. I was fresh out of graduate school, equally thrilled and terrified at the prospect of teaching my own classes. On paper it sounded straightforward: teach others the same material I just finished learning myself. I could do that, I told myself confidently. Then on the first day of class I met The Imposter.

Jennifer G. Craven September 16, 2014

Six Principles for Measuring and Communicating the Value of Your Faculty Development Center

This is an era of rapid transformation and heightened opportunities for Faculty Development Centers (FDCs). There is a growing realization that faculty development can be a crucial component in addressing some of the most significant challenges facing higher education, including technology’s impact on teaching, reliance on part-time and distance faculty, and student success.

Bruce C. Kelley, PhD September 15, 2014

10 Recommendations for Improving Group Work

Many faculty now have students do some graded work in groups. The task may be, for example, preparation of a paper or report, collection and analysis of data, a presentation supported with visuals, or creation of a website. Faculty make these assignments with high expectations. They want the groups to produce quality work—better than what the students could do individually—and they want the students to learn how to work productively with others. Sometimes those expectations are realized, but most of the time there is room for improvement—sometimes lots of it. To that end, below is a set of suggestions for improving group projects. A list in the article referenced below provided a starting place for these recommendations.

Maryellen Weimer, PhD September 12, 2014

Introduction to Key Concepts in Five Minutes or Less: The ‘Did You Know?’ Microlecture Series

The traditional, hour-long lecture that is so familiar to on-the-ground undergraduates has little place in an online learning environment. However, a shorter, more tightly focused

Julia VanderMolen Ph.D. September 11, 2014

Strategies for Dealing with a Certified Jerk

Incivility and lack of collegiality are on the rise in institutions of higher education (Cipriano, 2011). This phenomenon can range from disputes and tension at one end of the spectrum to violence at the other. There are many departments that suffer from non-collegial, uncivil, and nasty encounters between faculty members, faculty members and professional staff, and faculty members and students.

Robert E. Cipriano Ed.D. and Richard Riccardi Sc.D. September 9, 2014

Building Community and Creating Relevance in the Online Classroom

Remember feeling nervous before starting your first day on the job? You may have experienced butterflies in your stomach, had questions about expectations, or concerns about learning the rules and finding information. Students feel the same way with a new professor, regardless if the class is face-to-face or online. With technology, you can reduce new-class jitters and get your students on track for success.

Amy Erickson and Catz Neset September 8, 2014

Creating Connections between Disciplines: What Paintings Can Teach Students about Politics

The liberal arts environment demands that faculty show students connections between disciplines. As a political scientist, I often link course topics with economics, history, and sociology, but last summer I realized that I could make linkages with visual art. Because I was soon traveling to Washington, D.C. and New York City, I could take pictures of paintings at the National Gallery of Art and Metropolitan Museum of Art and then utilize them in my Introduction to World Politics classes.

Samuel Lucas McMillan PhD September 5, 2014

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

As an instructor new to the online environment, I carefully reviewed the syllabus and the requirements for the course discussions and assignments and incorporated the following ideas from Myers-Wylie, Mangieri & Hardy: a “what you need to know” document that includes policies about late work, formatting, source citations, grading and feedback, and the dangers of plagiarism; a separate “assignments at a glance” calendar that details due dates and submission instructions; a “frequently asked questions” thread in the discussion forum; detailed scoring rubrics for each assignment, and example assignments. As is typical in the online environment, my course was equipped with areas for announcements and discussions and a grade book with a place to post comments for individual students. I used all these formats to communicate with students about course requirements and provide detailed feedback.

Marie A. Revak PhD August 22, 2014

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