Establishing & Maintaining Transdisciplinary Courses

In the October 22, 2015 Scholarly Teacher Blog, Adam Kuban (Ball State University) discusses a course in which he developed in collaboration with local law enforcement. Identification of important aspects of teaching a transdisciplinary course, along with important outcomes are also discussed. Continue Reading

The Learning Paradigm: The Heart of Course Transformation

The October 12, 2015 Scholarly Teacher Blog focuses on the differences between the “instructional paradigm” and the “learning paradigm.” In this blog, Michael Wallace and Gail Grabner (University of Texas – Austin) provide a framework for thinking about moving classrooms from traditional lectures to learning experiences with more engaged students. The authors also place the learning paradigm in context of the flipped classroom. Continue Reading

Leveraging Digital Tools for Formative Assessment

The September 24, 2015 Scholarly Teacher Blog focuses on internet-based resources to effectively complete formative assessments. The use of formative assessments has consistently demonstrated improved student learning.  Trish Harvey and Vivian Johnson (Hamlin University) provide three categories of assessment tools that can be used to provide formative assessments: backchanneling,  student responses, and infographics. Within each of these three categories, Harvey and Johnson provide several digital tools that might be used to provide student feedback as part of the formative assessment. Continue Reading

Cut to the Chase – Five Steps to Critical Thinking

The September 10, 2015 Scholarly Teacher Blog focuses on a 5-step model outlining a pedagogical process designed to transition essentially any course into one that promotes critical thinking within a learner-centered environment. Barbara Limbach and Wendy Waugh (Chadron State College) walk the reader through the steps to promote critical thinking and also provide valuable references to a number of tools that can be used in this process. Continue Reading

The One Minute Preceptor Applied to A Variety of Situations

In this post by Todd Zakrajsek, Associate Professor in Family Medicine at the University of North Carolina at Chapel Hill, shares a teaching strategy long used in clinic situations: The One Minute Preceptor Model. This model has 5 steps that effectively both teaches and gives feedback in a very short period of time. The One Minute Preceptor has massive potential throughout a wide variety situations, including reporting out from group work, internships, individual responses during class, and field spot checks. Continue Reading

Lateness and Learning: Issues and Strategies Associated with Late or Missed Submissions

This post focuses on the topic late assignments. Situations vary considerably, so a policy of “no late papers” may work well in one situation, but not another. In this blog Bonnie Mullinix, Jacaranda Educational Development, reports the results of work with faculty members in a Learning Community pertaining to the topic of policies on late papers/assignments. She also provides some guiding themes to consider when considering policies related to assignment deadlines. Continue Reading

Is Your Classroom Like Something of a Bermuda Triangle? Wait It Out

This post focuses on the topic of “wait time” and student responses. The concept of posing a question and waiting for students to respond can be as nerve wracking for you as the instructor as it is for the students…maybe even more stressful for you. In this blog, Lisa Tsay, Saginaw Valley State University, discusses the concept of wait time and some strategies to increase student responses in the classroom. Continue Reading

A Dialogical Statement of Teaching Philosophy

Jeffrey W. Murray, Assistant Professor Department of Focused Inquiry Virginia Commonwealth University As I began compiling materials to apply for promotion last summer, I thought to include a statement of teaching philosophy. I began by inspecting the statement I’d written when applying for my current position almost ten years ago. To my mild horror, it… Continue Reading

Responding to Student Writing without Losing Your Mind

Billie Franchini Interim Director, Institute for Teaching, Learning and Academic Leadership University at Albany-SUNY As instructors, we feel responsible for helping our students write better, and we believe that offering feedback is essential to improvement. But did you know that the amount of feedback is less important than the type of feedback students receive? In… Continue Reading