How the First Year Book may fit into teaching your class
UMD Professor of Atmospheric Chemistry Ross Salawitch takes a closer look at this year's First Year Book, The Signal and the Noise by Nate Silver. Salawitch's book review includes a number of suggestions how the First Year Book may fit into teaching your class.
To read more Click Here.
Why aren't students coming to my office hours?
Office hours provide an opportunity for student-faculty interaction, one key benchmark of effective educational practice. Yet this potential goes unrealized if students do not show up, or feel uncomfortable. This video summarizes some key research findings on the use of office hours by undergraduate students at the University of Maryland. The research project was conducted by the 2012-2013 CTE Lilly Grad Fellows.
"Sticky" Teaching: Enduring Learning
Does your course structure contain the elements known to promote learning and knowledge retention? We apply the sticky principles for creating memorable content to course design and instruction. In this workshop video we present ideas to transform your presentations and entire course such that students are more likely to be inspired, engaged and more likely to accomplish the learning outcomes of the course.
10 Lessons Learned from Flipping My Class
Flipping your classroom comes with a number of challenges. If you are about to embark on the journey to make the flip you may look for some hands-on advice. Marcio Alves De Oliveira, Department of Kinesiology, shares his lessons learned when flipping a classroom.
To read more click here. A pdf version with embedded video is available here.
Active Learning Part 3: Giving up authority
University of Maryland History Professor Bernard Cooperman suggests that teachers have to "give up authority" in the classroom when they want their students to learn actively. Cooperman proposes that factual knowledge has become trivialized because of the easiness to access information and facts online. Students today, he argues, have to focus on learning how to make solid arguments rather than merely learning facts by heart.