By Doug Ward
PALO ALTO, Calif. – Nearly all college faculty members want to teach well but few have both the pedagogical background to make their classes more student-centered and the incentive to do so, the Nobel laureate Carl Wieman said Monday.
By Doug Ward
Course redesign has become a crucial piece of helping college students succeed.
The statistics below about enrollment and graduation rates make it clear that success is too often elusive. Course redesign is hardly the only solution to that problem, but it is a proven, tangible step that colleges and universities can take.
By Doug Ward
Women teach a sizable majority of online courses at KU, even though men make up a sizable majority of the university’s faculty.
Data provided by Laura Diede, the associate director at the Center for Online and Distance Learning, shows that of 171 online courses that CODL worked with in the 2014-15 school year, 60 percent were taught by women.
Two recent education conferences I attended raised similar questions about developing and sustaining high-quality teaching. Things like:
Financing public higher education has grown increasingly challenging, with state funding for research universities declining by an average of 28 percent since 2003. What were once state-supported institutions have in many cases become quasi-private institutions to which states provide some money but still want full control.
Asked to describe the things that help them learn, students provide a remarkably consistent list:
That’s hardly a complete list, but those ideas came up again and again during a focus group at KU’s recent Student Learning Symposium. Not surprisingly, those same components come up again and again in research on learning.
Education changes people.
Those of us who teach know that well. We see students transform during their degrees, and sometimes during a semester. Their skills improve. Their thinking deepens. Their confidence blossoms.
Among academics, online education inspires about as much enthusiasm as a raft sale on a cruise ship.
That’s unfortunate, given that higher education’s cruise ship has a hull full of leaks and has been taking on water for years.
Innovation, meet frustration.
I’ve written frequently about how the lack of a reward system hampers (if not quashes) attempts to improve teaching and learning, especially at research universities. A new survey only reinforces that short-sighted approach.
The spread of evidence-based teaching practices highlights a growing paradox: Even as instructors work to evaluate student learning in creative, multidimensional ways, they themselves are generally judged only through student evaluations.