by Debie Lohe, Director, Reinert Center So many of our frustrations with “today’s students” stem from their not-yet-well-developed ability to function as self-regulated learners. We could debate the reasons – cultural, generational, developmental – why many undergraduates have not yet cultivated a strong sense of self-regulation in their approach to education, but it may be… Continue reading Fostering Self-Regulated Learning
by Gina Merys, Assistant Director, Reinert Center In a recent Chronicle of Higher Education article, “Student-Centered Graduate Teaching,” the author asks, “if most academics want to teach graduate students, why do so few of us think hard about how to do it?” (Cassuto, 2013). While I disagree with the premise that instructors of graduate seminars… Continue reading Teaching the Graduate Seminar
by Debie Lohe, Director, Reinert Center This question arises frequently in conversations with faculty from all disciplines and at all levels of teaching. Although we’re quick to blame our attention-deficit culture – they’re too busy texting! – the fact is many students don’t do the reading for our classes because we haven’t actually taught them… Continue reading Why Won’t Students Read for Class?
Submitted to the Teaching Issues Writing Consortium by Julie Frese, Ph.D., University of the Rockies Julie.Frese@faculty.rockies.edu http://rockies.edu According to Dempsey & Sales (1993), the motivational approach to feedback is based on the belief that “…letting people know how well they are performing a task acts as an incentive for greater effort in the future” (p. 4).… Continue reading Formative and Summative Feedback and Its Impact on Learner Motivation
by Sandy Gambill, Instructional Designer, CTTL It’s high summer and I’m thinking about the course I’ll be teaching this fall. Maybe it’s just the time of the year where my own attention wanders, but I’m spending more time than usual thinking about student motivation. What is the secret to getting students engaged with the course… Continue reading Strategies for Student Motivation
by Katie Beres, Instructional Liaison, CTTL Dr. Patti Clayton facilitated a workshop for the SLU community on May 7 on the topic of critical reflection. As a follow up to her workshop this article provides a summary of various metacognitive activities (including Clayton’s DEAL model) to support student learning. What are metacognitive activities? Metacognitive activities… Continue reading Teaching Metacognition through Critical Reflection: Strategies and Tools
by Jerod Quinn, Instructional Designer, CTTL I warned my students this past semester that there would be a certain level of ambiguity inherent in my “introduction to technology” class. I was not going to walk them through using every application we discuss, but I would instead expect them to “figure it out” on their own.… Continue reading Eating My Own Words: Reflection on Using a Blog in Class