Increasing Student Success
Using Evidence-Based Teaching Methods to Improve Education
Submitted by Jeff Henriques on Wed, 10/21/2009 - 13:32Tags:
The author, Bryan K. Saville, has kindly permitted the TLE to publish this article on our site. Dr. Saville is an associate professor in the Department of Psychology at James Madison University. In 2002, he received the McKeachie Early Career Award from the Society for the Teaching of Psychology (STP). Dr. Saville currently serves as associate editor for Teaching of Psychology.
Over the past few decades, educators have spent considerable time discussing the state of American education. Quite often, their conclusions have been less than flattering. Over 25 years ago, Cameron (1983) lamented: "Most predictions about the future of colleges and universities as organizations include conditions of decline" (p. 359). More recently, Hersh and Merrow (2005) suggested that, "Higher education, long viewed as the crown jewel of American education, is tarnished" (p.
Information for Faculty, Staff, and TAs: Sexual Assault, Dating Violence, and Stalking
Submitted by Teaching Academy on Thu, 10/08/2009 - 15:58Tags:
The following information was compiled by Violence Prevention Services at UHS and is intended to provide information for faculty, staff and TAs on how to respond to student disclosures of sexual assault, dating violence, and stalking.
This resource guide is intended for faculty, staff, teaching assistants, and others who work directly with students at UW-Madison. It serves as a reference concerning steps to take when a victim of sexual assault, dating or domestic violence, or stalking discloses his or her experience to you. While you are only mandated to report first-hand knowledge or disclosures of sexual assault, you can learn to assist and support students experiencing any of the following forms of violence.
Simple Ways to Address the Five Best Teaching Practices (Compiled from the Sept 09 Delta Roundtable Participants)
Submitted by Chris Pfund on Thu, 10/01/2009 - 14:12Tags:
This list of ideas was generated by more than 70 participants at the Delta Roundtable Dinner on September 16, 2009 following Dr. Aaron Brower’s presentation on five best teaching practices. Participants were asked to share one simple, easy-to-implement approach for improving learning in their classrooms. The ideas were collected, compiled, and organized accordingly to the five best teaching practices (learning in context, group-based learning, time on task, increased frequency of feedback, and positive classroom climate). Please note that the list is mostly unfiltered. There are many ideas, only some of which will likely appeal to individual readers. We suggest you browse the list and pick out ideas that resonate with your approach to teaching and the needs of your students.
“Simple” Strategies for Addressing the Five Best Practices in Teaching and Learning
Reaching At-Risk Students
Submitted by Teaching Academy on Sun, 08/23/2009 - 17:20Tags:
Holly Hassel and Joanne Giordano of UW-Marathon County presented an OPID funded conference this past June called Reaching At-Risk Students. Their website offers information on the conference and will also serve as an ongoing resource for faculty and staff across the state of Wisconsin who work with students who are at-risk of not succeeding academically. Please check it out at http://www.uwmc.uwc.edu/rars/index.htm
The Reaching At-Risk Students Workshop was held on Friday, June 5, 2009 at UW-Marathon County in Wausau, WI. It's purpose was to create a venue for system-wide conversations about working with the broad spectrum of students entering higher education who are at risk for probation, suspension, or simply dropping out.
Supporting Students in Problem Solving - Part 2
Submitted by Engr Learning Ctr on Mon, 08/03/2009 - 15:17Tags:
Helping students become a skillful problem-solver is no doubt one of the most important teaching goals for all instructors. Numerous instructional methods and materials have been developed to enhance learner processing for effective problem-solving for the past two decades. How to implement these teaching techniques, however, continues to present challenges. You are invited to join us to grasp the framework for effective problem- solving while identifying barriers that potentially hold back teaching and learning. Phil Fowler, Mitch Springer, and Nate Williams, of InterEGR 150-SI coordinated this Teaching Improvement Program sponsored by the College of Engineering. Jia-ling Lin, Faculty Associate for Academic Support Services, Engineering General Resources Office facilitated this session. This video is in continuation of "Supporting Students in Problem Solving."
Watch the video
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