The article highlights some of the questions which should be asked about large classes, and explains the answers as they see them.
`
Four Key Questions about Large Classes
From: Faculty Focus
This article suggests the importance of the first day of class for forming “mutually influencing relationships” with your students.
Teachers, Students and the Classroom Tango
From: Faculty Focus
By: Maryellen WQeimer, PhD
The William G. Jackson Center for Teaching and Learning schedules events for faculty and instructional staff to provide opportunities to learn new instructional strategies and tools and meet colleagues from other departments.
Coffee Chat — Barbara Oakley — Looking Back on MOOC Development: Challenges and Opportunities (9/3): Dr. Barbara Oakley (author of “A Mind for Numbers”) returns to Michigan Tech this fall after successfully delivering a free Massive Open Online Course (MOOC), titled “Learning How to Learn,” through Coursera to nearly a million students. During this chat, Michigan Tech instructors will gain insight into her experience developing and delivering this MOOC as well as discuss metacognitive techniques all instructors can teach their students. (This event is partially sponsored by the Visiting Women & Minority Lecturer/Scholar Series (VWMLS), which is funded by a grant to the Michigan Tech Office of Institutional Equity, from the State of Michigan’s King-Chavez-Parks Initiative.) Coffee and light refreshments will be provided to those who register by Monday, August 31. Join us for this event on Thursday, September 3 from 2:00 to 3:30pm. Click here to register.
Coffee Chat — Faculty Learning Communities: An Effective Change Agent? (9/10): In this coffee chat, we’ll explore the nature, intent, and structure of a Faculty Learning Community (FLC) and explore the process of starting one here at Michigan Tech. To prepare for this discussion, participants will be asked to read two short articles by Milton Cox, who has used FLCs for over 20 years at Miami University as a way for faculty to learn about and become campus leaders on a wide variety of topics. His recent research demonstrates that FLCs are among the most effective ways to introduce and retain evidence-based instructional methods across campuses. Coffee and light refreshments will be provided to those who register by Friday, September 4. Join us for this event on Thursday, September 10 from 3:30 to 4:30pm. Click here to register.
Lunch and Learn — Metacognitive Strategies (9/16): As information becomes increasingly accessible, higher education is challenged to be more intentional in helping students hone strategies for learning. The explicit teaching of metacognitive strategies, which encourage students to examine their own thinking and approaches to learning different types of content, can improve retention and motivation. In this session we’ll examine and practice several metacognitive teaching skills, with an eye toward integrating them across virtually any discipline. Participants will be asked to read a short article in preparation for this workshop. Lunch will be provided to those who register by Friday, September 11. Join us for this event on Wednesday, September 16 from noon to 1:00pm. Click here to register.
The secret to successful implementation of a flipped classroom model is assessment and acting on the data collected.
Four Assessment Strategies for the Flipped Learning Environment
From: Faculty Focus
By: Robert Talbert
Student learning is largely dependent on the type of mindset they hold. This article explains how teachers can help students achieve the mindset most beneficial to learning.
A Mindset for Learning: The Dispositions of Academically Successful Students
From: The Scholarly Teacher
By:Scott Gaier
The advent of online learning has forced us to change the way we must go about teaching. The article below talks about how Direct Instruction can still be effective in online learning.
Rethinking Direct Instruction in Online Learning
From: Faculty Focus
By: Kristi Bronkey
How can you know when a student is lying about the “family emergency” that kept them from doing their assignment? According to this article, more often than not, students aren’t being entirely honest whenever they ask for an extension, with little regard to how much an assignment is worth.
Research Highlights How Easily and Readily Students Fabricate Excuses
From: Faculty Focus
By: Anna M. Carmichael and Lacy E. Krueger
Receive daily tips via the new Teaching Professor App:
Please join Institutional Equity and Inclusion for the webinar The Racial Climate on Campus: Best Practices for Education, Response & Adjudication
A Discussion with Rev. Dr. Jamie Washington
Wednesday, July 22, 2-3:30pm in EERC 501
Race relations on campuses across the country have been charged, as a result of a number of incidents that have taken place in college communities and in communities at large. Many institutions report having seen a loss of a civil community as we have known it to be – and we’ve seen a resurgence of student activism across the country in recent months, leaving administrators wondering how to encourage respectful student engagement.
Rev. Dr. Jamie Washington, President and Founder of the Social Justice Training Institute and Washington Consulting Group, will provide strategies for engaging in best practices that meet the needs of your diverse student body so you can educate students about what constitutes racist speech and action, respond to incidents swiftly and effectively when they do occur, and adjudicate incidents effectively and fairly.
Please email Susan Sullivan (susulliv@mtu.edu) to reserve a space for this webinar.
Who is responsible to make sure learning happens in a higher ed classroom? Maryellen Weimer argues that the answer doesn’t matter because increasingly, learners can learn without teachers, but teachers cannot teach without learners.
What Is Teaching without Learning?