The best way to start motivating students to do well in your course is to ask them what they want out of the class.
Let go of the fantasy that you must use every minute of a strictly planned class schedule to introduce, explain, clarify, and cover.
Whatever your discipline, you should also be teaching students how to understand, assess, evaluate, and apply information.
Every undergraduate should start and finish their education with a course tackling the "big questions of life."
How a former faculty member came around to the importance of serving his undergraduate "clients."
Here’s how your institution can offer a better visual story of what’s happening in its classrooms.
It is precisely because students had no choice in taking a required course that we should offer them more choices within it.
Given their many demonstrable and potential flaws, why would we still use these instruments to gather feedback on teaching and learning?
But I am ready to ask students to do more self-assessments, and to give their "grading" as much weight as mine.
An economics professor devises a way to allow a class of 200 students more choice over how they are graded.
How to use movie trailers, social media, and other nontraditional forms of rhetoric to improve student writing.
A professor decides it’s time to reconceive the way he comments on essay assignments.
How the stubborn inertia of educational institutions killed off a successful teaching strategy.
I can’t be the only faculty member to notice that sweet, lovable Christine is an unrepentant academic cheater.
Why you should invite your students to write badly, perform an experiment incorrectly, or botch an equation.