Students like Nayla Kidd at Columbia University might not disappear from college if they had the opportunity to have meaningful relationships with faculty advisers, argues Claire Potter.
The body of evidence supporting the effectiveness of regular quizzes on assigned readings continues to grow. Here’s why they work.
How Faculty Advisers Can Be First Responders When Students Need Help – The Chronicle of Higher Education
Professors can’t be experts in everything that can go wrong for a student. But they should know how to make referrals to necessary campus resources.
The final class minutes can be best spent constructively assessing levels of student learning to disrupt illusions of fluency.
TAMPA is the acronym for a method of teaching critical thinking. It stands for Teach, Analyze, Model, Practice, and Assess.
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. Read more Teaching Critical Thinking: Some Practical Points ›