Archive : September 2007
818 Quick-thinks: The Interactive Lecture
September 27, 2007
Read comments[1] Add comment[!]
A study by Ruhl, Hughes and Schloss (1987) compared lectures presented without pauses with lectures where, every 12-18 minutes students paused for two minutes and discussed and reworked their notes (without interaction with the teacher). Students in the latter group performed better on free-recall quizzes and on a comprehension test. In fact, the differences were so large that they would have raised the performance of the experimental students' one-two letter grades (depending on grading scales used).
Read the full entry for "818 Quick-thinks: The Interactive Lecture"
Posted by markep on September 27, 2007
817. Advocacy on Controversial Matters
Read comments[1] Add comment[!]
"To approach a topic sincerely and in depth, a professor must unveil and reveal her own thinking on it. Gold argues that the cost of substituting a neutral stance for one's own genuine view is too high. The instructor who lacks passion and conviction becomes insincere and shallow."
Read the full entry for "817. Advocacy on Controversial Matters"
Posted by markep on September 27, 2007
816. Theories and Models of Student Change in College
September 20, 2007
Read comments[0] Add comment[!]
"Psychosocial theories of development fall into two categories. The first group, which deals with overall development, has been dominated by Arthur Chickering's seven vectors model since it first appeared (Chickering, 1969). The second cluster of psychosocial theories deals specifically with identity formation overall or with specific aspects of identity, such as those relating to gender, race-ethnicity, or sexual orientation."
Read the full entry for "816. Theories and Models of Student Change in College"
Posted by markep on September 20, 2007
815. Is Post-Tenure Review Worth It?
Read comments[1] Add comment[!]
"Overall the purpose was worthwhile-it gave more understanding of how peers viewed work; it enhanced communication and understanding. It keeps people on their toes and eliminates suspicion of deadwood; and it helps individuals think about his/her role in the department and contributes to strategic mission."
Read the full entry for "815. Is Post-Tenure Review Worth It?"
Posted by markep on September 20, 2007
814. Components of Positive Student-Faculty Relationships
September 13, 2007
Read comments[0] Add comment[!]
Active listening involves using our eyes, voice, gestures, and body language to convey our interest, and being fully present to the speaker. This kind of attention demands restraint. It means no doodling, no thinking about tomorrow's class, this evening's dinner, or that interesting and upsetting luncheon discussion. It means deliberately tuning out the "static," such as our own counterarguments and opinions, and concentrating so intently on what the student is communicating that we can paraphrase it accurately.
Read the full entry for "814. Components of Positive Student-Faculty Relationships"
Posted by markep on September 13, 2007
813. Stronger Presidents for Tough Times?
Read comments[0] Add comment[!]
The independent Commission on the Academic Presidency proposed more effective presidencies as the antidote to "academic anarchy." It claimed that "Faculty loyalties and the faculty reward system increasingly focus on achieving eminence in (and protecting) a particular discipline, rather than supporting the goals of the institution"
Read the full entry for "813. Stronger Presidents for Tough Times?"
Posted by markep on September 13, 2007
812. CLASSE - The Missing Link?
September 06, 2007
Read comments[2] Add comment[!]
"It's the first time in my career," says Smallwood, "that I have faculty calling me asking me to come to evaluate their class. This has been unheard of in my 25 years. Giving the CLASSE and putting it together with the FSSE, faculty see that as a lot more valuable than the standard end of semester student evaluation."
Read the full entry for "812. CLASSE - The Missing Link?"
Posted by markep on September 6, 2007
811. My Child Doesn't Test Well
Read comments[0] Add comment[!]
"The third source of not testing well, lack of "automaticity," may well be the major culprit. In the context of test taking, automaticity refers to the ability to recall quickly relevant facts, procedures and routines and to apply these without thinking too much about it. "
Read the full entry for "811. My Child Doesn't Test Well"
Posted by markep on September 6, 2007