HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

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Making the Shift from Rhetoric to Performance

Discussion of teaching and learning as an academic, scholarly endeavor has become an acceptable conversation on college campuses. A shift is beginning to take place whereby the scholarship of teaching and learning is now being taken seriously. We are making progress in higher education by making undergraduate education intentional, thus moving toward a learner-centered paradigm.

Michael Harris PhD and Roxanne Cullen PhD December 10, 2009

Six Tips for Effective Writing Groups

By offering students a supportive group for writing assignments and research projects, students can form strong learning communities and feel less isolated when they see

Kathryn Linder M.A. December 9, 2009

Critical Pedagogy Brings New Teaching and Learning Challenges

It’s not always easy to differentiate between critical pedagogy, active learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student

Maryellen Weimer, PhD December 8, 2009

Primed for Learning: Maximizing Teachable Moments When Students are Ready and Willing to Learn

Teachable moments, those special times when students are most ready and willing to learn, are traditionally considered unplanned opportunities. But should teachable moments be treated like unexpected gifts or can they actually be set in motion with a little advanced anticipation and planning by the instructor?

Mary Bart December 7, 2009

A New Look at Student Attention Spans

Have you heard that advice about chunking content in 10- to 15-minute blocks because that’s about as long as students can attend to material in class? It’s a widely touted statistic and given the behaviors indicative of inattentiveness observed in class, most faculty haven’t questioned it. But Karen Wilson and James H. Korn did. They got to wondering how researchers made that determination. “What was the dependent measure, and how did researchers measure attention during a lecture without influencing the lecture itself as well as students’ attention?”

Maryellen Weimer, PhD December 4, 2009

Five Tips for Wrapping Up a Course

The ending of a course deserves greater attention than it typically receives. While we have thoroughly ritualized the start of a new semester often somewhere between weeks 11 and 14, what seemed like reasonable plans are regretfully sidelined and we launch into catch-up overdrive.

Margaret Walsh PhD. December 2, 2009

Keep Your Classes on Track During the Holidays

This time of year is always one of the most difficult times for students to focus on their studies. In the online classroom it can be an especially challenging to keep students engaged, serious, and committed to assignments and deadlines. For while students in the face-to-face classroom know they must be in X classroom on Y days at Z time each week—no matter the month—the casual setup of the online classroom can bust wide open if not addressed during these holiday months.

Errol Craig Sull December 1, 2009

Stress Management Strategies for Academic Leaders and Faculty

During the past year or so the poor economy has forced everyone to do more with less. Now it’s almost December and we’re in the thick of the end-of-semester crunch … with the pressures of the holiday season closing in fast. Feeling a little stressed?

Mary Bart November 30, 2009

Reflecting on Your Teaching Practices

The two nurse educators who authored the article referenced below begin with a quote from the first page of Stephen Brookfield’s book Becoming a Critical Reflective Teacher. “One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.”

Maryellen Weimer, PhD November 24, 2009

Synching up with Your Asynchronous Learners

Some students are reluctant to enroll in online courses, afraid they will miss some of the social aspects of the face-to-face classroom. For these students, it makes sense to incorporate online synchronous sessions to provide some of the benefits of the face-to-face class while maintaining most of the flexibility of an asynchronous online course.

Rob Kelly November 23, 2009

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