Monthly Archives: July 2016

5 Tricks to Improve Student Engagement in Research Papers

Today students can Google the details about nearly any debate.  With that type of information at their fingertips, Millennials may wonder why they need to take time to deeply research an argument as part of their academic training.  Google can provide them with a quick answer, maybe even the right answer.  How can this generation learn to … Continue reading →

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12 Step Program for Lectureholics

The best lecturers produce the same level of student information-retention as the worst engaged classroom instruction. Neil Davidson shared the research that supports this claim in his presentation “Breaking the Cycle of Teaching the Way You Were Taught.”   Consider your own worst lecture experience from your past. Did you have a professor who read from … Continue reading →

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Engaged Teaching Practices and Validation at Lilly Conference

Learning new ideas was pretty exciting.  Perhaps even better, though was to learn that, based on evidence, the pedagogy you were already employing had been identified as the best practice.   Lilly conference attendees are chattier than most conference goers I’ve encountered.  Sitting at a table for lunch, you quickly start sharing notes on your … Continue reading →

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How to Comment on Student Papers without Destroying Souls

The standing-room only talk “Giving Students Feedback on their Papers” hosted by Sal Meyers and Brian Smith offered compelling evidence-based research about better ways of respond to student papers.  I am eager to adapt my grading in light of their great ideas: respond thoughtfully, respond in summary, and respond with technology.   We are allowed to “tsk” … Continue reading →

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