• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21
• Self-Directed Learning: Antecedents and OutcomesDecember 03
• Evidence of Evidence-Based TeachingDecember 02
• Rejuvenating Experiences: Tales of an Unlikely Classroom CollaborationNovember 20
• Are We Clear? Tips for Crafting Better ExplanationsNovember 18
• Examining the Benefits of Cumulative Tests and FinalsNovember 13
• Caring About Students MattersNovember 11
• Do Online Students Cheat More on Tests?November 06
• Step Away from the LecternNovember 04
• Peer Assessment that Improves Performance in GroupsOctober 29
• What's a Good Faith Effort?October 28
• Thinking about Teaching and LearningOctober 21
• Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?October 20
• How Concerned Should We Be About Cell Phones in Class?October 14
• Student-Written Exams Increase Student InvolvementOctober 08
• Teaching Concerns of New (and Not So New?) TeachersOctober 07
• Provide ‘Feedforward’ with ExemplarsOctober 01
• Nine Ways to Improve Class DiscussionsSeptember 30
• Expectations, Underestimations, and RealitiesSeptember 23
• Advantages and Disadvantages of Different Types of Test QuestionsSeptember 22
• The Names We Give to Our Instructional StrategiesSeptember 18
• Student Ratings—Reminders and SuggestionsSeptember 16
• Exploring the Advantages of RubricsSeptember 09
• Four Key Questions About Large ClassesSeptember 02
• Using Grading Policies to Promote LearningAugust 26
• An Interesting Group Testing OptionAugust 21
• The First Day of Class: A Once-a-Semester OpportunityAugust 19
• How Do You Learn?August 12
• What Kind of Feedback Helps Students Who Are Doing Poorly?August 05
• Cooperative Learning Structures and Deep LearningJuly 17
• Getting Students to Do the ReadingJune 26
• The Power of Language to Influence Thought and ActionJune 24
• What Is Teaching without Learning?June 17
• Can We Teach Students How to Pay Attention?June 10
• More Evidence That Active Learning Trumps LecturingJune 03
• Taking Risks in Your TeachingMay 29
• Let Students Summarize the Previous LessonMay 20
• Developing a Teaching PersonaMay 13
• Lost in a Sea of Yellow: Teaching Students a Better Way to HighlightMay 06
• Faculty Mentoring Faculty: Relationships that WorkApril 29
• Helping Students Who Are Performing PoorlyApril 24
• Promoting Academic Integrity: Are We Doing Enough?April 22
• Pedagogical Knowledge: Three Worlds ApartApril 15
• How Assignment Design Shapes Student LearningApril 08
• What We Have and Haven’t LearnedApril 01
• Teachers, Students and the Classroom TangoMarch 25
• Using Cumulative Exams to Help Students Revisit, Review, and Retain Course ContentMarch 18
• Three Questions to Reframe the Online Learning ConversationMarch 11
• Different Types of Group Work: Clearing up the ConfusionMarch 04
• The Power of Teachers' Questions Lies in Their Ability to Generate Students' QuestionsFebruary 27
• Use Team Charters to Improve Group AssignmentsFebruary 26
• Cohort Groups Can Present Special ChallengesFebruary 25
• Why Students Should Be Taking NotesFebruary 20
• Office Hours ReduxFebruary 18
• Office Hours Alternative Resonates with StudentsFebruary 17
• Don’t Assume Difficult Question Automatically Lead to Higher-Order ThinkingFebruary 13
• Our Ongoing Quest to Improve Student Learning: High Standards and Realistic ExpectationsFebruary 11
• Group Work: What Do Students Want from Their Teammates?February 04
• Giving and Receiving Instructional AdviceFebruary 03
• How to Help Students Improve Their Note-Taking SkillsJanuary 30
• Finding a Place for Creative Assignments in Your CourseJanuary 29
• First Exam of the Semester: A Wake-up Call for StudentsJanuary 28
• It's Not Too Early to Begin Preparing Students for Cumulative FinalsJanuary 23
• Why Students Don’t Attend Office HoursJanuary 21
• Keeping Students on Board with Concept MapsJanuary 20
• Effective Ways to Structure DiscussionJanuary 14
• Plagiarism: An Interesting Disconnect between Students' Thoughts and ActionsJanuary 13
• A "Best of" List that Celebrates the Scholarship of Teaching & LearningJanuary 07
• Our Weekly Conversation about Teaching and LearningDecember 15
• Developing Students’ Self-Assessment SkillsDecember 10
• Why We Believe in Our Students, a Timely ReminderDecember 03
• Teaching Practices Inventory Provides Tool to Help You Examine Your TeachingNovember 19
• Prompts to Help Students Reflect on How They Approach LearningNovember 12
• Threshold Concepts: Portals to New Ways of ThinkingNovember 07
• What Can We Learn from Accidental Learning?November 05
• A Few Concerns about the Rush to FlipOctober 29
• Lecture Continues as the Dominant Instructional Strategy, Study FindsOctober 28
• Texting in Class: Extent, Attitudes, Other Interesting InformationOctober 24
• The Relationship between Participation and DiscussionOctober 22
• Could We Be Doing Better with Our Assignments?October 15
• Is It Time to Rethink How We Grade Participation?October 08
• When Should We Lecture?October 01
• Group Work Challenge: Assessing Team MembersSeptember 26
• Diversifying the Role Course Content PlaysSeptember 24
• Does Discussion Make a Difference?September 19
• When to Use Whole Class FeedbackSeptember 17
• 10 Recommendations for Improving Group WorkSeptember 12
• "She Didn’t Teach. We Had to Learn it Ourselves.”September 10
• Those Magical and Mysterious Learning MomentsSeptember 03
• Reality Check: Helping to Manage Student ExpectationsAugust 20
• Motivating Students: Should Effort Count?August 13
• Four Key Questions about GradingAugust 06
• Feeling Unable to LearnJuly 30
• Designing Developmentally Appropriate Writing AssignmentsJuly 11
• Creating a Respectful Classroom EnvironmentJuly 02
• What’s Your Relationship with Your Textbook?June 25
• An Effective Learning Environment is a Shared ResponsibilityJune 18
• Playing with QuestionsJune 11
• “I Tried It and It Didn’t Work!”June 04
• The Art of Asking QuestionsMay 28
• Making the Most of Professional Development DaysMay 21
• Teaching Introductory Courses: What Is the Public Face of Your Field?May 15
• Is Rereading the Material a Good Study Strategy?May 14
• Teaching Encounter Provides an Up-Close Look at Learning Something NewMay 07
• Teaching Effectiveness: The Definitions of Teachers and StudentsMay 01
• What’s the Story on Learning Styles?April 30
• Class Discussion Challenge: Getting Students to Listen and Respond to Each Other's CommentsApril 23
• What’s an Empowered Student?April 16
• Do Cumulative Exams Motivate Students?April 10
• Creating Learning Environments that Help Students Stretch and Grow as LearnersApril 09
• Taking a Look at the Effective Lifelong Learning InventoryApril 02
• What’s Your Learning Philosophy?March 26
• Four Lessons about Learning Discovered on a ChairliftMarch 19
• A Lone Wolf’s Approach to Group WorkMarch 12
• Learning from Our Teaching MistakesMarch 11
• Tips for Writing Good Multiple-Choice QuestionsMarch 05
• Discussion Made a Difference in Student LearningMarch 04
• Does It Matter How Students Feel about a Course?February 28
• Examining Your Multiple-Choice QuestionsFebruary 26
• Adding Choice to Assignment Options: A Few Course Design ConsiderationsFebruary 20
• The Emotions That Fuel Our TeachingFebruary 19
• Peer Learning: An UpdateFebruary 13
• The Teaching-Learning SynergyFebruary 12
• Thinking of Collaborative Teaching? A Few Things to ConsiderFebruary 07
• A Follow-up to the Group Testing ArticleFebruary 05
• Four Student Misconceptions about LearningJanuary 29
• Students and Attention: An Interesting AnalysisJanuary 23
• Seven Characteristics of Good LearnersJanuary 22
• Group Testing-taking Options to ConsiderJanuary 15
• Why Don’t Students Use Teacher Feedback to Improve?January 14
• What Components Make Group Work Successful?January 09
• The Age of Distraction: Getting Students to Put Away Their Phones and Focus on LearningJanuary 08
• A Quiz Design that Motivates StudentsDecember 19
• Why I BlogDecember 18
• The Trouble with Consistency in Instructional Practices and PoliciesDecember 11
• Three Ways to Help Students Become More Metacognitively AwareDecember 10
• What Kind of Career Advice Should We Give Our Students?December 04
• Students, Studying, and Multiple-Choice QuestionsNovember 22
• Tips for Developing Students’ Note-taking SkillsNovember 20
• Two Activities that Influence the Climate for LearningNovember 13
• Course Satisfaction for Adult StudentsNovember 07
• Better Questions are the AnswerNovember 06
• You Got Students Talking about Their Experiences, Now What?October 30
• Grading Participation: An Alternative to Talking for PointsOctober 23
• New Evidence on Cooperative LearningOctober 22
• Learning from Experience: Why Personal Narratives Can Be ScholarlyOctober 16
• Do Students Work Less in Courses Offered in Compressed Time Frames?October 11
• Unraveling the Messages Our Behaviors Send to StudentsOctober 09
• An Intriguing Participation PolicyOctober 02
• Structuring Discussions: Online and Face-to-FaceSeptember 25
• Encouraging Student Participation: Why It Pays to Sweat the Small StuffSeptember 18
• Are Student-Professor Relationships More Important in Hard Courses?September 12
• The Interaction Between Content, Character, and Teaching StyleSeptember 11
• Fostering the Reciprocity of LearningSeptember 04
• Prompts That Get Students to Analyze, Reflect, Relate, and QuestionAugust 28
• Five Things to Do on the First Day of ClassAugust 21
• How We Learn and How We TeachAugust 14
• Helping Students Learn to be ProfessionalAugust 07
• Using a Blog to Enhance Student ParticipationAugust 02
• Better Group Work Experiences Begin with How the Groups Are FormedJuly 31
• Choosing and Using TextbooksJuly 24
• Learning with Students vs. Doing for StudentsJuly 10
• Dead Ideas That Limit Teaching and LearningJune 26
• Inquiry-Based Approaches: What Do Students Think?June 25
• When Teaching Large Classes, Think Like a TutorJune 21
• Defining and Promoting Teamwork in the ClassroomJune 19
• Reflections on Teaching: Learning from Our StoriesJune 12
• Becoming a Better Teacher: Principles That Make Improvement a Positive ProcessJune 06
• Questions about All Those Questions Teachers AskJune 05
• Course Redesign Finds Right Blend of Content Delivery and Active LearningJune 04
• Understanding the Role of Intuition in TeachingMay 29
• How to Get Better Feedback from StudentsMay 22
• Student Motivation: It’s More Complicated Than We ThinkMay 17
• Learner-Centered Teaching: Good Places to BeginMay 15
• Exams: Maximizing Their Learning PotentialMay 10
• Helping Students Understand the Benefits of Study GroupsMay 08
• Assessing Critical Thinking SkillsMay 03
• It's Time to Face What Isn't Working in Our Courses and Find Out WhyMay 01
• Millennial Students Aren’t All the SameApril 30
• Tough Questions on Texting in the ClassroomApril 24
• Exploring the Impact of Institutional Policies on TeachingApril 19
• Helping Students Discuss Technical ContentApril 17
• Moving up Bloom’s Taxonomy in an Introductory Course: What's Being DoneApril 12
• Facilitating Effective Classroom Discussion, the Devil is in the DetailsApril 10
• Active Learning: Changed Attitudes and Improved PerformanceApril 09
• What Group Dynamics Can Teach Us about Classroom LearningApril 05
• ‘What Works’ in the Messy Landscape of Teaching and LearningApril 04
• Course Evaluations: Helping Students Reflect on Their FeedbackApril 03
• How to Handle Student ExcusesMarch 28
• Student Persistence in Online Courses: Understanding the Key FactorsMarch 27
• Why Doesn’t Teacher Feedback Improve Student Performance?March 26
• Five Things Students Can Learn through Group WorkMarch 20
• When a Student’s Comment Feels Like a Personal AttackMarch 13
• The ‘I Deserve a Better Grade on This’ ConversationMarch 12
• Classroom Management: Finding the Balance Between Too Rigid and Too FlexibleMarch 08
• What Types of Writing Assignments Are in Your Syllabus?March 06
• Test Review Sessions: A Better DesignMarch 05
• The Effects of Collaborative TestingMarch 01
• Crib Sheets Help Students Prioritize and Organize Course ContentFebruary 27
• Using Reading Groups to Get Students ReadingFebruary 26
• Student Presentations: Do They Benefit Those Who Listen?February 21