Faculty Focus

Seven Bricks to Lay the Foundation for Productive Difficult Dialogues

class discussion and hot moments

There are three basic ways that I hear faculty talk about difficult dialogues—in-class dialogues that were planned but did not go particularly well; in-class hot moments that were not anticipated and that the faculty member did not feel equipped to handle; and difficult dialogues that happen during office hours or outside of class.

The post Seven Bricks to Lay the Foundation for Productive Difficult Dialogues appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Leveraging High-Impact Practices at the Course Level

high-impact practices

A decade has passed since the National Survey of Student Engagement (NSSE) published George D. Kuh’s seminal report “High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter.” Kuh (2008) argued that student learning is

The post Leveraging High-Impact Practices at the Course Level appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Remembering to Learn: Five Factors for Improving Recall

students studying in library

As a professor of cognitive psychology, I teach about memory, especially about when and why our memories often fail us. Students are excited to apply this material to their everyday lives.

The post Remembering to Learn: Five Factors for Improving Recall appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Proactively Equipping Beginning Principal Preparation Students with Pre-Licensure Testing Strategies

pre-licensure testing

Presently, 40 states have adopted a full or partial interpretation of the Educational Leadership Consortium Council (ELLC) standards (Vogel & Weiler, 2014). Principal preparation programs must fully integrate these standards into their course curriculum, if their driving force is student success. It is anticipated that by adhering to ELCC standards, accredited CAEP principal preparation programs are naturally employing the most current leadership knowledge and best leadership practices throughout their coursework (Vogel & Weiler, 2014).

The post Proactively Equipping Beginning Principal Preparation Students with Pre-Licensure Testing Strategies appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Disrupting Illusions of Fluency

illusions of fluency

No matter the academic discipline, course level, or time of day, the last five minutes of class often present instructors with a challenge and an opportunity. The challenge is maintaining students’ interest. Disrupting “illusions of fluency” is the opportunity. The term refers to misjudging the depth of what one knows (Carey 2015). Further, it describes the belief that a mastery over something has been achieved, when actually it has not (Lang 2016). The final class minutes can be best spent constructively assessing levels of student learning and understanding of course material.

The post Disrupting Illusions of Fluency appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Teaching Critical Thinking: Some Practical Points

college students in class

We all endorse it and we all want our students to do it. We also claim to teach it. “It” is critical thinking, and very few of us actually teach it or even understand what it is (Paul & Elder, 2013). Research tells us that our students learn critical thinking only after we receive training in how to teach it and design our courses explicitly and intentionally to foster critical thinking skills (Abrami, Bernard, Borokhovski, Wade, Surkes, Tamim, & Zhang, 2008). We have to start by formulating assessable critical thinking learning outcomes and building our courses around them.

The post Teaching Critical Thinking: Some Practical Points appeared first on Faculty Focus | Higher Ed Teaching & Learning.


From Curriculum to Career: Connecting Curriculum Outcomes to Future Careers

Curriculum to Career

Students often arrive at university level instruction with some idea of their future employment direction. It is important for university instructors to seize their student’s career enthusiasm and foster a connection between the curriculum and potential future career applications. Providing students with an opportunity to connect their classroom learning, (online or face-to-face) with workplace relevance will result in many positive learning outcomes such as motivation, grit, and career goal setting. As stated by Schwartz, Gregg, and McKee (2018) “Guidance and information focused on careers should be included throughout one’s undergraduate experience” (p. 51). To integrate career content into the classroom the following tips are suggested: integrating career focused topics in discussions and activities; using and integrating services offered by career resource centers; including guest speakers; and incorporating additional online career resources. These strategies help foster a connection between course material and professions and careers students may be considering.

The post From Curriculum to Career: Connecting Curriculum Outcomes to Future Careers appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Put Teaching First

Teaching first

Universities are strange places. People pay thousands of dollars a year to be taught by supersmart people. These supersmart people are required to do research, write grants, and bring in money and resources to their university. Teaching is only a minor—almost insignificant—part of the job. While this often goes without saying at big R1 universities, it is surprising that this is all too often also true at smaller “teaching” colleges. At my home university, Adelphi, teaching is emphasized, but this is often the exception and not the rule.

The post Put Teaching First appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Three Active Learning Strategies That Push Students Beyond Memorization

Active Learning Strategies

Those who teach in the health disciplines expect their students to retain and apply every iota of learned material. However, many students come to us having achieved academic success by memorizing the content, regurgitating that information onto an exam, and promptly forgetting a good portion of it. In health, as well as other disciplines where new material builds upon the material from the previous semesters, it is critical for students to retain what they learn throughout their coursework and as they begin their careers as a nurse, engineer, elementary teacher, etc.

The post Three Active Learning Strategies That Push Students Beyond Memorization appeared first on Faculty Focus | Higher Ed Teaching & Learning.


Jedi Training: Developing Habits of Perception in Our Disciplines

college student deep in thought

As longtime practitioners in our disciplines, we develop implicit skills that can be the source of some of the deepest learning for our students. In his book Experience and Education, John Dewey describes habit as “the formation of attitudes, attitudes that are emotional and intellectual…our basic sensitivities and ways of responding to all the conditions we meet in living” (35). Experiencing implies the sensing body, embodied learning, and Dewey does not shy away from the emotional dimensions of learning—both of which are often where the deepest learning happens, where students’ passion for a discipline ignites, and where experts’ best ideas originate. These often-overlooked dimensions of learning are also where empathy lives, and so it is there that knowledge might blossom not only into expertise but into wisdom.

The post Jedi Training: Developing Habits of Perception in Our Disciplines appeared first on Faculty Focus | Higher Ed Teaching & Learning.