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Zhang, Bei – College Teaching, 2022
Recorded lectures have rapidly gained momentum in teaching and learning, whether online or "offline" in traditional face-to-face classrooms. We appreciate the remarkable accessibility and flexibility brought by recorded lectures, but we must ponder its adequacy and effectiveness. After all, a YouTube recording is different from a live…
Descriptors: Active Learning, Video Technology, Learner Engagement, Lecture Method
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DiGregorio, Nikki; Liston, Delores D. – College Teaching, 2022
Diversity-centered courses may prompt student biases and misconceptions in unique ways. Studies have illustrated that developing an understanding of why value-laden content is difficult for students to learn is paramount to effective teaching. Research has indicated that self-reflection has a positive effect on academic growth. This study explores…
Descriptors: Reflection, College Students, Diversity, Bias
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Allen, Andrew P.; Shinohara, Russell T.; Kroetz, Mary B. – College Teaching, 2022
Peer learning is an active learning technique that has been used for students to internalize difficult concepts. We have developed a method of peer learning, a consensus-based education approach, which allows for discussion and class consensus in large lecture classes. We tracked student success on concepts that employed the consensus-based…
Descriptors: Peer Teaching, Teaching Methods, Large Group Instruction, Discussion (Teaching Technique)
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Ramlo, Susan – College Teaching, 2022
The COVID-19 pandemic led institutions of higher education to move face-to-face (F2F) courses online. Here, Q methodology allowed the researcher to differentiate and describe the three student viewpoints that emerged about this situation. The "It is what it is" view represents acceptance of the situation despite missing their F2F…
Descriptors: COVID-19, Pandemics, Higher Education, College Students
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Stephens, Mackenzie; Santangelo, Jessica – College Teaching, 2022
Metacognition is important for both teaching and learning. Effective teachers are metacognitive about teaching, reflecting on, and making adjustments to instructional approaches to support student learning. However, relative to the literature on student metacognition about learning, there is a paucity of research on college instructor…
Descriptors: College Faculty, Metacognition, Teaching Methods, Student Centered Learning
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Boysen, Guy A.; Sampo, Breanna L.; Axtell, Erika L.; Kishimoto, Abigail G. – College Teaching, 2022
The pedagogical literature offers advice for effective management of difficult student behaviors, but there is little acknowledgement of the negative feelings teachers may develop toward the students who need managing. The current research examined college teachers' (N = 364) intense dislike of students. Intense dislike occurred among 47% of…
Descriptors: College Faculty, Teacher Attitudes, Negative Attitudes, Student Behavior
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Gray, Thomas; Bunte, Jonas – College Teaching, 2022
Grades are frequently understood as an output of the educational process. However, they may also be an input: receiving a midterm grade may affect student performance in the remainder of the semester. Utilizing a regression discontinuity design to isolate the causal impact of midterm grades on subsequent student performance in the same course, we…
Descriptors: Grades (Scholastic), Academic Achievement, Formative Evaluation, Incentives
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Capotosto, Lauren; Carrasquillo, Rosa Elena; Vargas, Madeline – College Teaching, 2022
To prepare students to integrate diverse perspectives, colleges nationwide offer a wide range of interdisciplinary learning experiences. Within this educational context, students often need more than exposure to multiple perspectives in order to integrate ideas across disciplines. They benefit from instruction that scaffolds their efforts to…
Descriptors: Literacy Education, Interdisciplinary Approach, Scaffolding (Teaching Technique), Intellectual Disciplines
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Ji, Weiwei; Muljana, Pauline Salim; Romero-Hall, Enilda – College Teaching, 2022
We propose a set of guidelines called the Three-Tier Design Process (TTDP), providing a pathway for faculty and other higher-education professionals who intend to design and develop a course in a Learning Management System and to promote learner-centered experiences. This paper includes detailed discussion about each tier of the TTDP, its…
Descriptors: Curriculum Development, Curriculum Design, Integrated Learning Systems, Electronic Learning
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Richmond, Aaron S. – College Teaching, 2022
I created the 15-item Learner-Centered Syllabus Scale (LCSS) based on the work of Cullen and Harris. The purpose of this study was to assess the factor structure, reliability, and validity of the LCSS. Four blind coders assessed 175 syllabi using the LCSS with 92% inter-rater agreement. To establish concurrent validity, each blind coder rated the…
Descriptors: Student Centered Learning, Course Descriptions, Measures (Individuals), Test Reliability
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Subramaniam, Karthigeyan – College Teaching, 2022
This article discusses and elaborates on how concept mapping as a specific instructional strategy helps students to externalize and transform their understanding of qualitative research; and helps instructors to focus on their students' conceptual understanding of qualitative research. The discussion focuses on concept mapping as a learning…
Descriptors: Teaching Methods, Qualitative Research, Concept Mapping, Concept Formation
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Bolitzer, Liza Ann – College Teaching, 2022
Within the work of teaching, college faculty can develop stronger understandings of both their subject matter and their students' socio-cultural understandings of that subject matter. Such learning is particularly important for faculty that teach today's students, who bring unprecedented racial, ethnic, socio-economic and age diversity to higher…
Descriptors: Adjunct Faculty, Diversity, Teacher Student Relationship, Higher Education
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Gyimah-Concepcion, Mellissa; Capello, Sarah – College Teaching, 2022
This paper explores how two assistant professors who come from diverse paradigmatic, theoretical, and methodological perspectives collaborated for impact to co-teach in a literacy doctoral program. Initially, we grappled with naming and negotiating our differences individually and professionally across race, culture, theory, and methodology.…
Descriptors: College Faculty, Story Telling, Team Teaching, Beginning Teachers
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Long, Kelly Burmeister – College Teaching, 2022
Faculty create thoughtful lectures and assignments designed to elicit learning, but it is only after assessment that we see whether students learned. This study demonstrates the value of a three-pronged approach to using assessment results to improve learning. First, review the literature on teaching and learning within the discipline. Second,…
Descriptors: Educational Improvement, Instructional Materials, Diversity, College Faculty
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Carman, Angela; Brady, Christy; Conatser, Trey – College Teaching, 2022
Game-based learning offers a compelling prospect for innovative teaching and student engagement, but popular examples often involve either complex, time-consuming systems that invite high-order thinking, or simpler, quick versions that reward memorization. Far less common are games that fit low-stakes activities (such as concept review) but…
Descriptors: Thinking Skills, Skill Development, Game Based Learning, Instructional Innovation
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