“Asking a colleague about a problem in his or her research is an invitation; asking about a problem in one’s teaching would probably seem like an accusation,” writes scholarship of teaching and learning researcher Randy Bass. This Teaching Tip explores the history of this troublesome dynamic, arguing that engaging in teaching and learning research can help you learn to love your teaching problems.
Everything we do as instructors is for the benefit of students, but it's famously difficult to get a straight answer from students on how well we're doing. Mid-Semester Feedback is one method for gathering useful, insightful suggestions and comments from students at a time in the semester when adjustments can be made.
Are you noticing students struggling to stay focused during your class? The secret to better attention, memory, and productivity is easier than you think: movement. This article covers three simple strategies you can use in your classroom today that can help transform your classroom engagement. Incorporating physical activity into your teaching not only has the potential to make your class more interesting and engaging, but also help boost cognitive function and student engagement.
When faced with uncertainty, prioritizing hope can serve as a guiding force for both instructors and students in higher education. Pursuing hope allows educators to connect to their values and maintain a transformative vision, fostering deeper relationships with students and strengthening the academic community. By engaging in reflective practices, collaboration, and creative thinking, we can create meaningful, hopeful futures.
In this Teaching Tip we will explore the transformative potential of Problem-Based Learning (PBL), an approach that flips traditional teaching on its head by starting with real-world, ill-structured problems before mastering the basics. From its origins in medical education to its versatility across disciplines and modalities, PBL empowers students to take ownership of their learning. Beyond the development of critical thinking skills, students will also practice empathy, collaboration, and self-reflection through problem solving activities. Drawing from personal experiences, historical insights, and practical strategies, this article provides a roadmap for incorporating PBL into your courses. Whether you’re curious about small, actionable steps or seeking to reimagine an entire course, this Teaching Tip will help you think about your courses through the context of problem solving and critical thinking.
While the prevalence of academic misconduct is debatable and uncertain, its existence is not. Courses can be designed proactively to reduce cheating, plagiarism and other forms of academic misconduct. This teaching tip was motivated by a reading of James Lang's Cheating Lessons, and offers highlights from that book as well as advice from relevant peer-reviewed research.
Ever wondered if your course material organization needs improvement? You’re not alone! We are pleased to present this selection of best practices for maximizing your students’ success in navigating course materials on Canvas and staying on track throughout the semester.…
In learner-generated drawing activities, students employ multiple cognitive and muscular skeletal processes to produce illustrations based on verbal, text or other information. When properly supported as a learning activity, students tend to retain information longer and more accurately, than traditional methods. Learner produced illustrations also provide rich opportunities for assessment and dialog. This teaching tip provides pointers and shares experiences from a UAF Human Anatomy and Physiology course.
As the 2024 election approaches, many instructors and students are experiencing higher rates of stress, anxiety, and trauma symptoms. Stressful political events have the ability to impact student learning and create tension in the classroom community. This Teaching Tip offers practical strategies for teaching through the election season, including proactive planning and ideas for moments that may catch instructors off guard.
In the summer of 2012 the University of Alaska Board of Regents approved revisions to Policy 01.01.030 — University of Alaska Fairbanks Mission Statement and University of Alaska Fairbanks Core Themes. Contained therein was this vision statement: "Excellence through transformative experiences." How can we aspire to such a lofty goal? What is the intersection with teaching and learning? And, how might you go about fostering such things in your courses?
What if the key to deeper, more meaningful learning lies right in front of us—in the places we live, work, and play? In Learning in Context: How Place-Based Learning Fosters Deeper Connections explores how connecting students to their local environments and communities can transform the learning experience. Drawing on both research and my own teaching experience, this article offers practical strategies for integrating place-based learning into your courses, whether you teach in person or online. From local data collection to virtual tours, place-based learning taps into students’ lived experiences, making course content more relevant, engaging, and impactful. Ready to explore how this approach can be incorporated into your teaching? Dive in to discover the profound effects of learning in context.
In recent years, hiring practices have undergone significant transformations, accelerated by the impact of COVID-19. In response, higher education institutions are re-evaluating their roles in preparing students for the evolving job market. Microcredentials have emerged as a valuable tool to bridge the gap between academic learning and practical job skills. These credentials provide a verifiable way for students to showcase their competencies and align with employer demands for problem-solving, communication, and teamwork skills. Despite the shift away from traditional degree requirements, a college degree combined with relevant microcredentials is increasingly preferred by employers. This article explores how higher education can adapt to these changes by integrating microcredentials into their programs, enhancing students' employability, and aligning educational outcomes with market needs.