Jeff Gold, Roy Stripling and Michal Kurlaender describe a program that encourages professors to use tools offering specifics about the academic trajectories of their students to help facilitate those students' paths to a college degree.
This comprehensive guide offers a road map to make sure your classroom interactions and course design reach all students, not just some of them.
Article by 2019 Celebration of Teaching Keynote, James Lang.
Putting relationship quality at the center of education.
Too many faculty members prepare too much for the classes they teach, writes Christine Tulley, who proposes a solution: pattern teaching.
One rainy September day, a small group of faculty members gathered around a conference table in a seminar room at my college to puzzle over an extraordinarily difficult question: Twenty years from now, what do we hope students will remember from our courses?
For well over a decade, I’ve been exploring the science of learning, cognitive neuroscience, research on memory and studies of pedagogy, as well as reading everything I can get my hands on having to do with techniques and methods for meaningful, engaged classrooms.
The 10 articles in this collection describes innovative teaching strategies—not just high-tech ones, but low-tech ones, like peer instruction, faculty learning communities, and reconsideration of the canon.
When a new professor starts teaching, the learning curve can be steep — even for people who have done remarkable things outside academe.
Some colleges are taking stronger steps to ensure that online students are the ones actually doing the work.
It may be time to develop a methodology to improve the U.S. News & World Report Best Undergraduate Teaching rankings.
Researchers dig into the literature for clues into what digital learning approaches and practices produce the most student learning gains — and which don’t.
Giving students “voice, choice and connectivity” will help them gain a sense of belonging in a group even when they’re states and countries apart.
Instructional designers span a wide range of skills, duties, and titles, and although the field goes back generations, the infusion of technology has resulted in fundamental changes in instructional designer responsibilities, the tools available, and the models used.
Students benefit from working in groups and actively participating in class sessions. Given these benefits, there remains a major challenge in all of this: getting all students to participate in class discussions.
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