April 7, 2016 No comments exist

Flipping a classroom requires thoughtful planning and organization to set up the course work for success. Information must be pre-loaded and accessible for student self-directed learning and feedback must be timely to keep students actively engaged. Amanda Brindley Holton (UC Irvine) addresses what tools and tips worked for her when flipping classes with more than 100 students enrolled. She also includes a few tools she utilizes successfully to promote faculty organization and student engagement.

March 25, 2016 No comments exist

For all their learning, most students (and faculty members) fail to think about the learning process. In our roles as academic advisors and classroom instructors, we have the opportunity to promote good study habits and tips for success with students. Along with content of the course, we can help students to be successful by teaching them to think about the process of learning. Deborah Brown (West Chester University) provides a succinct guide listing habits we can encourage students to cultivate that promote success and well being.

March 10, 2016 No comments exist

Mid way through a semester is the perfect time to look critically at your current syllabus and make notes about what changes you might make for next time you teach the course. Ponder briefly your lesson plans, grading schemes, guideposts for determining how to handle issues equitably, and overall tone and appearance. How can one develop a syllabus that balances institutional mandates, represents faculty preferences, and all the while invites to students to become excited about the course? This blog by Keisha Paxton (CSU Dominguez Hills) and Emily Daniell Magruder (CSU Office of the Chancellor) offers a guide to help you think about a few nuances of constructing your syllabus.

February 25, 2016 No comments exist

It is easy to get stuck in a rut and use the same instructional approaches day after day, and semester after semester. The current Scholarly Teacher blog was contributed by Mark Hofer, College of William and Mary, and presents another way to expand our teaching practice by planning activities and assignments that pair student cognitive activity with student engagement. Many of these strategies may be quickly integrated into an existing class. Of course, as you begin to think about the 2016-2017 academic year, this post may inspire you to mix things up a bit by including a few new teaching strategies or rethinking a particular course assignment for improved student learning.​