To begin detailed discussion about measuring student learning, we ought to consider one of the most critical tools to distinguish between superficial understandings, and complete comprehension. Verbs. They can run, jump, bounce, and fly, but, when applied to students, verbs do something very different. Students sit. Students read. Students write. How much more do we […]
Continue Reading November 23rd, 2009
It’s no secret that people learn in different ways. The key to success in teaching is realizing that people learn differently and finding ways to incorporate different learning styles into our classes. Recently, we held a workshop titled Pragmatic Practices for Teaching Assistants, Learning Styles that addressed how to assess learning styles and how to […]
Continue Reading February 26th, 2009
Inside Higher Ed’s article “Assessing Assessment” launches its discussion by stating that assessment and accountability movements are “alive and well,” and that colleges who think they can ignore them are “misguided.” In an effort to provide an overview or guide of assessment practices, the National Institute for Learning Outcomes and the Alliance for New Leadership […]
Continue Reading February 19th, 2009
Collaborative skills are essential skills that students must learn in order to succeed in their chosen fields. How can we teach students collaborative skills? Through group projects. While most students grumble at the announcement of group work, there are ways to make group work more rewarding and effective. In an article titled “Collaborative peer evaluation: […]
Continue Reading 1 comment November 7th, 2008
The November “Teachers on Teaching” session is on professional practice and authentic assessment. Facilitated by Drs. Vincent Kantorski and Sandra Stegman from the College of Musical Arts, this session aims to provide instructors with practical assessments centered on authentic, professional skills and tasks. For more information, we asked Vincent and Sandra a few questions about […]
Continue Reading November 7th, 2008
Michael Nelson is a political science professor at Rhodes College. As a “guest blogger” for The Chronicle of Higher Education, Nelson recently wrote a short blog post that shares a different way for instructors to grade papers. Nelson writes that he intends to break a habit that he (and many other instructors) tend to have […]
Continue Reading October 15th, 2008
Instructors have long talked about how classrooms should be havens for teaching and learning, not a forum preaching politics or “saving the world.” In teaching a touchy and charged topic like the war in Iraq, Joseph J. Gonzalez reveals how it’s the transformations for students that instructors aid in maturing, which is interesting and a […]
Continue Reading 1 comment September 15th, 2008
Universities every couple of years have to “revamp” and revise their overarching ideas and approaches in order to better prepare their students for their lives after college. BGSU has different programs and goals, like the University Learning Outcomes, which are dedicated to providing a quality education while in college and after. Kim Mooney’s recent article […]
Continue Reading August 14th, 2008
If you haven’t heard of Google Jockeying, you will probably be hearing or reading about it soon. Its popularity is growing quickly in higher education. Here’s a quick example of how Google Jockeying works in the classroom:An instructor is doing their presentation on the American Revolution or some other topic. At the same time there […]
Continue Reading August 7th, 2008
Developed by Thomas Angelo & K. Patricia Cross, the Teaching Goals Inventory (TGI) allows faculty to examine the needs, outcomes, and goals of their course(s) in a quantifiable fashion. The results of your highest ranking goals can then be used to determine the most appropriate formative assessment strategies for your students or as a framework […]
Continue Reading July 17th, 2008
