A common phrase uttered during the first day of class is: “You will be graded on class participation.” As instructors we know what we expect. But what exactly do our students think we mean by that statement? The longer I’ve taught the more I’ve come to realize that students may not really know.

It’s been said that no one dreams of someday becoming an academic administrator. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow.

The problem of academic dishonesty has become one of staggering proportions. In a recent paper on the subject, Robert Kitahara, assistant professor in the business programs at Troy University, and co-author Frederick Westfall, associate professor and regional chair of business programs for Troy University, detail a growing problem in distance learning in which students cheat on tests and assignments, then seek redress for wrongs against them when they are caught.

Kiren Dosanjh Zucker makes a great suggestion in an article on office hours we’re publishing in the March issue of the newsletter. She says that if you grade participation, you might consider letting students “participate” by coming to see you during office hours.

Social presence is an important concept in distance education. So, how can we increase social presence in online teaching? Here are some ideas for you to try.

I’ve been teaching online since 2001. I’ve always felt a certain sense of excitement when discussing philosophies, pedagogy, or instructional strategies with others and creating active, energetic online classrooms. So it was disheartening when I “hit a wall” and things started to feel really monotonous.

It’s that time of the academic year when enthusiasm for teaching and learning are harder to find. Spring semester or term courses are no longer new. Even though the feedback has clearly indicated that this course won’t be an easy A, many students have yet to buckle down and start studying seriously. The winter drags on ... especially for those of us who are unaccustomed to major snowstorms and way behind due to cancelled classes.

Sometimes we are so concerned with following our lesson plans to the letter that we miss what is truly important: teaching moments. A teacher has to learn to listen to his or her class and realize when the moment to abandon the lesson plan has come. This willingness to release some control over the class and allow it to develop more or less organically does not always come easily, however. Goal-induced anxiety can make a teacher reluctant to let go of the reins out of fear that the class will go off in some random direction.

As a college student, I always liked it when I had a course that met in Edwards Hall – if for no other reason than a lot of the classrooms in that building had theater-style seating with chairs that swiveled. The fact that I would remember that after all of these years is an indication of the effect a more welcoming learning space can have on students.