Congratulations to faculty who have submitted successful Faculty Development grants for the July 2014 round. Nur Sisworahardjo, Electrical Engineering: Impact of Plug-In Electric Vehicle Battery Charging on a Distribution System Cathie Smith, Physical Therapy: Clinical Reasoning in PT short course Loren Hayes, Biological and Environmental Sciences: GROUP grant – Departmental Presentations, etc. Will Stern, Health & Human Performance: Flipped Classroom for Improved Student Engagement, Motivation, and Retention Boris Belinskiy,…
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Research and articles on Students’ and Instructors’ Views of Effective Teaching in the most recent issue of the Journal of Excellence in College Teaching (Volume 24, Number 4 at http://celt.muohio.edu.proxy.lib.utc.edu/ject/issue.php?v=24&n=4) (utcID login required, if off campus).
Link to this article in the recent Journal on Excellence in College Teaching (login required): http://celt.muohio.edu.proxy.lib.utc.edu/ject/fetch.php?id=562 Also: Service Learning to Promote Learning (login required): http://celt.muohio.edu.proxy.lib.utc.edu/ject/fetch.php?id=564 Lots of good ideas to promote learning: http://celt.muohio.edu.proxy.lib.utc.edu/ject/issue.php?v=24&n=3
Most students (and many faculty) do not like group work. I have maintained for a while that one of the reasons is that faculty assume that by putting students into groups, they learn how to do group work. To think that students learn how to be a contributing group member when we never teach them how to may be a bit naive. Here is a link to a good…
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Several activities for the first days of classes. Great ideas! Ask students what faculty do to help/hinder their learning. Ask students to discuss syllabus in small groups, etc. http://www.facultyfocus.com/articles/teaching-professor-blog/first-day-of-class-activities-that-create-a-climate-for-learning/
I love the concept expressed here… http://www.insidehighered.com/views/2012/08/21/essay-importance-teaching-failure… That we can help students learn from failure. Trying to figure out how to incorporate this concept into my classes.
I love the insight here…. “While there is still plenty of information I will ask my students to learn, I know that my instruction will primarily focus not on what writers know, but what they do.” [emphasis mine] (Warner, J. What we do, not what we know. Inside HigherEd, July 18, 2012. Retrieved from http://www.insidehighered.com/blogs/education-oronte-churm/what-we-do-not-what-we-know#ixzz214qkPQ6A Read more: http://www.insidehighered.com/blogs/education-oronte-churm/what-we-do-not-what-we-know#ixzz214qkPQ6A
…”MOOCs and online courses may share a delivery platform (web based learning), but they differ in fundamental ways. How is a traditional online course different from a MOOC? The critical difference is that a well-designed online course is built around the co-construction of knowledge amongst the students and the instructor. This knowledge construction requires active and personal engagement between students and faculty. Conversation. Dialogue. Collaboration. Give and take. Back…
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See a reprint of an article (Dysfunctional Illusions of Rigor) at: http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1058 and http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1059
As I have been working on the ThinkAchieve Quality Assessment Plan, I have pondered long on if I even think that I know how to think critically. If so, how is that exhibited? Can my students “see” it? Can I explain how I “do” it? How do faculty express their critical thinking skills? See http://www.insidehighered.com/views/2011/12/22/essay-whether-writing-instructors-need-assess-themselves for a perspective on this… What would happen if we took our own tests?