Linking theory to practice – A little more action, please
This post is part of the Aspirations to Action series created as a follow-up to the Teaching What’s Important Symposium.Continue Reading
Tag: writing
Communication skills – talk the walk
This post is part of the Aspirations to Action series created as a follow-up to the Teaching What’s Important Symposium.Continue Reading
Developing engaged citizens through critical thinking
What happens when students are asked to write for an audience who knows little about the discipline?” Guest speaker ProfessorContinue Reading
What’s the prof gonna ask?
Every August, I teach a 3-credit course at McGill called Academic English Seminar, which is an academic skills course forContinue Reading
Do students do better when they write exams faster (or slower)?
Regular contributor Chris Buddle examines the relationship between how quickly (or slowly) students complete exams and their performance. He demonstrates some very interestingContinue Reading
Handwritten notes vs. laptop notes: Does one method afford deeper learning than the other?
Apparently, yes. A study entitled The pen is mightier than the keyboard: Advantages of longhand over laptop note taking (MuellerContinue Reading
Click record: Hi, [name]. I’ve just finished reading your paper and I’d like to give you some feedback …
Thus begins the audio recorded feedback I provide students with on their oral and written assignment drafts. When I referContinue Reading
Student writing: Old school skill needs an updated approach
In recent conversations with faculty members, many have affirmed the importance of old school skills in higher education. One ofContinue Reading
Five suggestions for improving students’ writing in your course, regardless of the subject
A recent University Affairs article concisely articulates five key points from John Bean’s book Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd edition (San Francisco: Jossey-Bass, 2011). Read more –>
Turning class participation into short written assignments
In the entry from the Teaching Professor Blog pasted below, Maryellen Weimer, PhD, suggests that instructors give students a participation grade for writing ABOUT participation, not for talking up in class. What a novel idea! Weimer writes that the common approach to grading participation rewards students who like to talk and know that verbal participation will win them points. Instead, she suggests that writing short papers about the role participation plays in the learning process is a more fruitful strategy to help students appreciate how important interaction is to the learning process. Read more –>
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