NotesFAQContact Us
Collection
Advanced
Search Tips
Source
College Teaching35
Education Level
Higher Education35
Postsecondary Education15
Elementary Secondary Education2
Audience
Teachers4
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 35 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Delima, Dianne G. – College Teaching, 2019
First-generation college (FGC) students compose nearly a third of the total student population in most four-year higher education institutions in the United States. Yet they graduate in drastically lower rates than their non-first-generation peers. To understand how these students can persist with their college learning, faculty need to…
Descriptors: First Generation College Students, Teaching Methods, Teacher Role, College Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Sidelinger, Robert J.; Tatum, Nicholas T. – College Teaching, 2019
This study (N = 326) was conducted to examine the associations among instructor humor, inappropriate conversations, and instructional dissent. First, results showed students are more likely to employ rhetorical dissent when they perceive their instructors as humorous in the classroom. Second, using expectancy violations theory as a guide, results…
Descriptors: Humor, Teaching Methods, Interpersonal Communication, Teacher Student Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Thonney, Teresa; Montgomery, Joseph C. – College Teaching, 2019
Although faculty agree that critical thinking is an important learning outcome for college courses, experts disagree on how to define and conceptualize critical thinking. Some researchers see it as a general skill, similar to reading or mathematics. Others see it as highly specific to each academic discipline, with critical thinking in one…
Descriptors: Critical Thinking, College Faculty, Teacher Attitudes, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Bosman, Lisa; Voglewede, Philip – College Teaching, 2019
We describe the organization and outcomes of faculty communities of practice over four semesters in which participants learned about research-based instructional strategies. In each semester, a community of 10 to 22 participants met for six to eight one-hour sessions, read a common book on teaching and learning, observed each other's class…
Descriptors: Communities of Practice, College Faculty, Classroom Techniques, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Waggoner Denton, Ashley – College Teaching, 2018
This article presents some simple strategies that instructors can use to improve the quality of the feedback students provide each other during a peer review activity. Briefly, I recommend that emphasis be placed solely on the provision of constructive comments, and that in order to qualify as constructive, a comment must: (1) identify a specific…
Descriptors: Peer Relationship, Feedback (Response), Peer Evaluation, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Wiebel, Jon C.; Silva, Vesta T. – College Teaching, 2018
Students in colleges and universities need to be able to learn how to communicate effectively both within the specialized arenas of their chosen disciplines and, increasingly, with a wide variety of public and professional audiences. One way to accomplish this goal is to integrate the development of effective writing and speaking skills into both…
Descriptors: Academic Achievement, Feedback (Response), Rhetoric, Speech
Peer reviewed Peer reviewed
Direct linkDirect link
Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela – College Teaching, 2018
Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…
Descriptors: Learning Strategies, Questionnaires, Self Determination, Metacognition
Peer reviewed Peer reviewed
Direct linkDirect link
Perrow, Margaret – College Teaching, 2018
The Faculty Writing Fellows Seminar was designed to develop university instructors' skill in writing instruction: The 2015-16 professional development project offered faculty at Southern Oregon University a chance to read writing-pedagogy research, collaboratively develop their teaching practices, and--most importantly--put themselves in the shoes…
Descriptors: Program Effectiveness, Communities of Practice, Faculty Development, Writing Workshops
Peer reviewed Peer reviewed
Direct linkDirect link
Reynolds, Heather L.; Kearns, Katherine Dowell – College Teaching, 2017
Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving…
Descriptors: Active Learning, Performance Based Assessment, Outcomes of Education, Elementary Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Samuels-Peretz, Debbie; Dvorkin Camiel, Lana; Teeley, Karen; Banerjee, Gouri – College Teaching, 2017
In this study, students from a variety of disciplines, who were enrolled in six courses that incorporate the use of social media, were surveyed to evaluate their perception of how the integration of social-media tools supports deep approaches to learning. Students reported that social media supports deep learning both directly and indirectly,…
Descriptors: Social Media, Higher Education, Learning Processes, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Blumberg, Phyllis – College Teaching, 2016
This article describes a study of 58 faculty members using a practical method for assessing the prevalence of learner-centered practices through individual interviews and rating their described practices with published rubrics. Analysis of the interviews found that the same faculty member might use more learner-centered practices in one course and…
Descriptors: Faculty Development, Teaching Methods, Student Centered Curriculum, Scoring Rubrics
Peer reviewed Peer reviewed
Direct linkDirect link
Medvedeva, Maria; Recuber, Timothy – College Teaching, 2016
An essay's motive or research problem consists of the rhetorical moves illuminating why that essay matters--what puzzling elements of a primary source it resolves, which contradictions in the data it explains, or what gaps in the literature it fills. This article invites college instructors to dedicate some of their classroom time to teaching…
Descriptors: Writing Instruction, College English, Writing Skills, Writing (Composition)
Peer reviewed Peer reviewed
Direct linkDirect link
French, Michelle; Taverna, Franco; Neumann, Melody; Paulo Kushnir, Lena; Harlow, Jason; Harrison, David; Serbanescu, Ruxandra – College Teaching, 2015
There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either "often" (>75% of the…
Descriptors: Textbooks, Use Studies, Science Education, Performance Based Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Malouff, John M.; Reid, Jackie; Wilkes, Janelle; Emmerton, Ashley J. – College Teaching, 2015
This article describes a new 14-step process for using student evaluations of teaching to improve teaching. The new process includes examination of student evaluations in the context of instructor goals, student evaluations of the same course completed in prior terms, and evaluations of similar courses taught by other instructors. The process has…
Descriptors: Case Studies, Educational Change, Faculty Development, Course Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff – College Teaching, 2014
In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…
Descriptors: STEM Education, Interdisciplinary Approach, Teamwork, Academic Persistence
Previous Page | Next Page ยป
Pages: 1  |  2  |  3