“Rapport” is one of those words faculty frequently toss out when I ask them to describe the climate for learning in a classroom. I always snicker a bit at how many one-word answers the question engenders. Of course, the teacher asks for elaboration when the students respond with single words.

For most of us, handouts are a staple of instructional life, but as Teresa Sakraida and Peter Draus (reference below) point out, their “development is often a trial-and-error process.” (p. 326) Like so many other aspects of instruction, we take the construction of handouts for granted, their creation guided largely by intuition.

Although endless volumes about classroom discipline proliferate in the professional libraries of K–12 instructors, as college professors we seldom think we need advice on the issue. After all, our students choose to be in classes at our institutions. Many, if not most, are placing themselves and their families in huge financial debt to attend. Besides, we’ll just kick them out of class if they display behaviors not tolerated in civilized societies.

I don’t know why I didn’t see it before. After 10 years of teaching, I finally realize why students get so nervous about exams. It’s because taking an exam is a performance.

Despite all the high-tech communication technologies available to online instructors today — discussion boards, email, IM, wikis, podcasts, blogs, vlogs, etc. — every once in awhile Dr. B. Jean Mandernach likes to use a tool that was invented way back in 1876. The telephone.

Move over 18-year-olds. There’s a new student on campus, and she might be your mom. A new survey by the Plus 50 Initiative at the American Association of Community Colleges (AACC) finds that community colleges are reaching out to students over the age of 50 and planning to expand programs for them.

If you read this blog, you probably don’t need to be convinced of the need to regularly engage and involve students actively in learning. But I’m also pretty certain you have colleagues who still lecture almost exclusively and who to varying degree express concerns about active learning. I thought you might find this list of common concerns and responses to them useful.

Move over 18-year-olds. There’s a new student on campus, and she might be your mom. A new survey by the Plus 50 Initiative at the American Association of Community Colleges (AACC) finds that community colleges are reaching out to students over the age of 50 and planning to expand programs for them.

If you think everybody’s pretty much on board with the idea of active learning, think again. I was surprised to find an article that in its opening paragraph describes active learning as “a philosophy and movement that portends trouble for the future of higher education and the American professoriate.” (p. 23)