Those of us in higher education like to think of ourselves as preparing students for the future.
That’s a lofty goal with a heavy burden. Predicting the future is a fool’s game, and yet as educators we have accepted that responsibility by offering degrees that we tell our students will have relevance for years to come.
By Doug Ward
Education has always been a balancing act. In our classes, we constantly choose what concepts to emphasize, what content to cover, what ideas to discuss, and what skills to practice. As I wrote last week, the choices we make will influence our students throughout their careers.
By Derek Graf
Critics of liberal education seem obsessed with immediate practicality. Or at least the visibility of practicality.
CHARLOTTE, N.C. – Faculty members seem ready for a more substantive approach to evaluating teaching, but …
By Doug Ward
This year’s update on the Kansas Board of Regents strategic plan points to some difficult challenges that the state’s public colleges and universities face in the coming years.
First, the number of graduates is thousands short of what the regents say employers need each year. The number of certificates and degrees among public and private institutions actually declined by 1.2 percent between 2014 and 2018, and was 16 percent short of the regents’ goal.
We can glean many lessons from the most recent college admissions scandal.
By Doug Ward
Higher education has many stories to tell.
Finding the right story has been difficult, though, as public colleges and universities have struggled with decreased funding, increasing competition for students, criticism about rising tuition, skepticism from employers and politicians about the relevance of courses and degrees, and even claims that the internet has made college irrelevant.
If you plan to use student surveys of teaching for feedback on your classes this semester, consider this: Only about 50% of students fill out the surveys online.
Yes, 50%.
There are several ways that instructors can increase that response rate, though. None are particularly difficult, but they do require you to think about the surveys in slightly different ways. I’ll get to those in a moment.
When we started an end-of-semester teaching event four years ago, we referred to it simply as a poster session.
The idea was to have instructors who received grants from the Center for Teaching Excellence or who were involved in our various programs create posters and then talk with peers and visitors as they might at a disciplinary conference. In this case, though, the focus was on course transformation and on new ways that instructors had approached student learning.
As the event grew, we decided to call it the Celebration of Teaching, and it has become exactly that.
AUSTIN, Texas – How do students view effective teaching?
They offer a partial answer each semester when they fill out end-of-course teaching surveys. Thoughtful comments from students can help instructors adapt assignments and approaches to instruction in their classes. Unfortunately, those surveys emphasize a ratings scale rather than written feedback, squeezing out the nuance.