HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

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Questioning Skills to Engage Students

Questioning skills are essential to good teaching. Teachers often use questions to ensure that students are attentive and engaged, and to assess students’ understanding. What is important to note is that in addition to the intent of the question, the question itself matters. For instance, to ensure that students are attentive, a teacher could ask the students “Are you listening?” To assess if the students have understood, the teacher could ask “Do you follow me?”

Nachamma Sockalingam PhD May 4, 2011

Effective Assessment Includes Direct Evidence of Student Learning

Learning outcomes assessment is a critical part of a program’s success. It can affect a program’s reputation, enrollment, funding, and even its continued existence. Therefore, it’s essential to get useful assessment data without creating an overwhelming burden for busy faculty members. In an interview with Academic Leader, Lisa Shibley, assistant vice president for Institutional Assessment and Planning at Millersville University of Pennsylvania, discussed effective program-level assessment methods.

Rob Kelly May 3, 2011

Strategies for Facilitating More Effective Classroom Discussions

If you’ve been teaching for any amount of time, you probably have a few nicknames for students based on the personality traits they exhibit. Roben Torosyan, PhD, associate director of the Center for Academic Excellence at Fairfield University, has some nicknames for his students, too. Names like Q, Sunny, and Light Bulb.

Mary Bart May 2, 2011

Students Who Are Chronically Late to Class

Students who display a passive-aggressive personality style may do so in a variety of ways … from chronic tardiness to sleeping in class. Let’s look at the student who’s always running late. As you know, some students are late to class on a regular basis, and in doing so are probably displaying a form of resistance or defiance—and it is wise to see it as such.

Bonnie Snyder April 29, 2011

How to Enhance Online Student Engagement and Satisfaction

Most online courses rely heavily on text-based communication, but given the vast array of audio and video tools now available to instructors and students alike, it’s never been easier to enhance the media richness of the online classroom. However, just like with home improvement, you have to select the right tool for the job.

Mary Bart April 27, 2011

How to Teach a Course That Leads to Certification

The Computer Information Sciences program at ECPI College of Technology offers job oriented, “hands-on” education required to meet the needs of an ever-changing and increasingly technical society. We encourage students not only to earn their degree but also to get certified in their respective fields. The great success we achieved in getting more than 50 students Comptia Security+ certified compelled us to share our experience.

Vijay Bhuse PhD April 26, 2011

Creating a Sense of Time in Online Courses

One of the most useful elements of online courses is that they’re available anytime. But along with the timelessness, there is also an absence of time in many activities and pieces of content in the course that can that can lead to feelings of disconnectedness. How closely do we connect actual time to our student’s online experiences?

Todd Conaway April 25, 2011

Strategies for Growing a Campus-Wide Professional Development Program

Professional development is essential for maintaining and developing the skills of higher education employees. Beyond educating students, colleges also have to keep faculty and administrators continually updated with the latest technology, changes in enrollment characteristics, and larger societal issue so that they can help students be more successful.

Bonnie Snyder April 20, 2011

I Won’t Mess with Your Course if You Don’t Mess with Mine

There’s a tacit rule that most college teachers abide by: I won’t mess with your course if you agree not to mess with mine. Gerald Graff observes and asks, “This rules suits the teacher, but how well does it serve students?” (p. 155)

Maryellen Weimer, PhD April 19, 2011

What Students Want: Characteristics of Effective Teachers from the Students' Perspective

As an undergrad, I put myself through school waiting tables – a truly humbling experience that made me a better instructor. With a mission of 100% customer satisfaction and my livelihood on the line, the patron’s experience became my highest priority.

Taking that mindset into the classroom, I strove for 100% student satisfaction – within the confines of academic integrity, of course – and achieved great results. It turns out, oddly enough, that students love being important, valued, respected, and honored. And through the resulting faculty-student connection, students willingly transform into vessels of learning.

Ellen Smyth April 18, 2011

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

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