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Marchetti, Carol; Ho, Chi Man; Foster, Susan – Journal on Excellence in College Teaching, 2019
Many teachers are aware of the benefits of small-group learning. However, implementation, especially in classrooms with communication challenges, can be difficult. For students who are Deaf or Hard of Hearing (DHH) in mainstream classrooms, communication is most often supported through sign language interpreters and captioning. This model of…
Descriptors: Small Group Instruction, Mathematics Instruction, Student Attitudes, Deafness
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Drury, Sara A. Mehltretter – Journal on Excellence in College Teaching, 2015
The author argues that deliberation is an innovative method for teaching communication skills, particularly group communication, in the undergraduate science, technology, engineering, and math (STEM) curriculum. A case study using a deliberation activity on global climate change in an introductory biology course demonstrates how deliberative…
Descriptors: College Science, Biology, Introductory Courses, STEM Education
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Carstens, B. A.; Wright, J. M.; Coles, J. T.; McCleary, L. N.; Williams, R. L. – Journal on Excellence in College Teaching, 2013
This study developed a reliable and valid self-monitoring procedure for student use in recording and rating the quality of their individual comments in large college classes. Students used daily record cards immediately to record and rate each comment they made each day. However, a limit was set on the amount of credit students could claim for…
Descriptors: Higher Education, Student Participation, Classroom Communication, Discussion (Teaching Technique)
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Kenney, J. L.; Banerjee, P. – Journal on Excellence in College Teaching, 2011
Research shows that active student participation facilitates learning. However, encouraging undergraduate college students to engage meaningfully in classroom discussion and to respond to questions, especially in larger classes, can often be frustrating for instructors (Weaver & Qi, 2005). Set against a focused review of the literature, the…
Descriptors: College Environment, Classroom Communication, Student Motivation, Discussion (Teaching Technique)
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Doolittle, Peter E.; Siudzinski, Robert A. – Journal on Excellence in College Teaching, 2010
Syllabus use in higher education instruction is ubiquitous, yet what actually constitutes a syllabus remains unclear. The authors assessed the contents of 1000 syllabi, sampled from the Internet, based on 26 criteria determined from a literature review of recommended syllabus components. Syllabi contents were assessed according to four categories:…
Descriptors: Higher Education, Course Descriptions, Role, Teacher Expectations of Students
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Kim, Soonhyang – Journal on Excellence in College Teaching, 2008
The author reports on perceptions of East Asian international graduate students (EAGS) regarding active classroom participation, as revealed through two focus group interviews with 15 EAGS at a large Midwestern research university in the U.S. The findings indicate that most EAGS shared similar views with their university instructors and American…
Descriptors: Foreign Students, Graduate Students, Research Universities, Focus Groups
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Berk, Ronald A. – Journal on Excellence in College Teaching, 1996
A three-year study evaluated the effectiveness of 10 systematic strategies for using humor as a teaching tool. Student ratings at the end of three undergraduate and five graduate statistics courses assessed the extent to which each strategy reduced anxiety, improved the ability to learn, and made it possible to perform one's best on problems and…
Descriptors: Academic Achievement, Anxiety, Classroom Communication, Classroom Environment
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Abbott, Judith – Journal on Excellence in College Teaching, 1995
One college history teacher finds lively and constructive classroom discussion in a survey course is primarily a result of the teacher's attitudes toward and assumptions about students. The teacher must create a safe atmosphere in which students can speak, and be direct and respectful with students, which clears the classroom of anxiety and…
Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, College Instruction
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Edwards, Sandra; Bowman, Mary Ann – Journal on Excellence in College Teaching, 1996
A study in a graduate-level occupational therapy class found that questions asked by teachers and the instructional format in which they were asked influenced the frequency and level of student questioning. Subjects were 5 undergraduate and 15 graduate students. It was concluded that improved classroom questioning strategies may contribute to…
Descriptors: Allied Health Occupations Education, Classroom Communication, Classroom Techniques, College Instruction
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Brown, Ben – Journal on Excellence in College Teaching, 1999
Based on findings from an ethnographic study conducted in South Korea, recommends that when working with non-native speakers, native speakers: be patient, emphasize vowel sounds, avoid over-enunciation, utilize phenomenological bracketing, minimize use of metaphors and idioms, and avoid using intonation to convey meaning. (EV)
Descriptors: Classroom Communication, English (Second Language), Higher Education, Language of Instruction
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Eflin, Juli – Journal on Excellence in College Teaching, 1995
Discusses use of two central forms of argument, analogy and inference to the best explanation, in teaching college science. It is argued that science makes sense if the underlying reasoning makes sense, and this must be explicitly addressed in instruction. Therefore, forms of argument that link evidence to hypotheses or theories, and criteria for…
Descriptors: Classroom Communication, Classroom Techniques, College Instruction, College Science
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Wheeler, Evangeline A.; Ayers, Jean F.; Fracasso, Maria P.; Galupo, M. Paz; Rabin, Joan S.; Slater, Barbara R. – Journal on Excellence in College Teaching, 1999
Discusses challenges faced in teaching a curriculum based on multicultural theory: the large volume of scholarship on diversity, student resistance to diversity issues, and professor attitudes toward diversity. Presents a technique for meeting these challenges based on modeling appropriate diversity-sensitive behaviors that involves the use of…
Descriptors: Classroom Communication, Classroom Techniques, Higher Education, Multicultural Education
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Doolittle, Peter E. – Journal on Excellence in College Teaching, 1997
Discusses integration of Lev Vygotsky's theory of the Zone of Proximal Development (ZPD) with the instructional strategy of cooperative learning. ZPD provides a conceptual basis for explaining the five basic tenets of cooperative learning: positive interdependence; face-to-face interaction; individual accountability; small-group and interpersonal…
Descriptors: Accountability, Classroom Communication, Classroom Techniques, Cooperative Learning
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Brooking, Dolo – Journal on Excellence in College Teaching, 1995
Ways in which violating traditional expectations about teaching helps change, shape, and focus student ability to extract meaning from works of art are discussed. Alternative teaching modes include use of inquiry methods rather than lectures, in-class reading of the artwork as text instead of assigned readings about the artwork, and group…
Descriptors: Active Learning, Art Appreciation, Art Education, Classroom Communication
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Bean, Martha S.; And Others – Journal on Excellence in College Teaching, 1995
Discussion of the culturally diverse college student population focuses on how teacher understanding of that diversity (in which the students are experts), and on how it can inform the classroom culture can help defuse tensions and become a source for teaching. Dynamics of the culturally and linguistically diverse classroom are outlined and…
Descriptors: Bilingual Students, Classroom Communication, Classroom Environment, Classroom Techniques