The course planning activities of faculty have not been studied extensively. The most impressive studies done on the topic were completed 20 years ago. But then, I can’t think of any compelling reason why our planning processes might be different. Can you?

I bring a box to the first day of class — especially if it’s a course with beginning students. At precisely the time class starts, I walk into the room with my box filled with random, quirky objects. I like to include a small Alf doll, a pad of Post-its, some scissors, perhaps a can of Slim-Fast, a candle, a rock, a comb, and maybe six or seven other objects indiscriminately gathered as I leave for class. As soon as I enter the room, I put the box on the table; take each article out; place it on the table; and finally, when all of them are out, return them to the box. Then I ask the students to take out a piece of paper and write down as many of the items as they can remember.

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.

“How many of you would keep listening to a CD—even of your favorite band—if the CD regularly skipped?” That’s the question I ask my students. Although the question keeps evolving (and now that students have abandoned CDs for iPods, I may have to come up with another analogy), my point doesn’t change. Even in pleasurable pursuits, we tolerate distractions or interference only to a degree, after which we abandon the activity.

Course management software programs make it especially easy for instructors to provide students with a set of complete lecture notes. It seems that more instructors are doing this, as witnessed in the regularity with which students ask that the instructor’s notes be posted. But is giving students a complete set of notes a good idea?

Steven B. Sample, president of USC, makes an interesting point in a recent online article. Universities, especially the elite research universities, make much of the accomplishments of alumni. University publications showcase what they’ve achieved, and celebratory events are scheduled when they return to campus. “What we do not want anyone to count, by contrast, is the number of our alumni under indictment or in prison. Liars, cheaters, evaders, invaders, wreckers, malfeasors of every stripe—their (typically) white collars sullied and tattered—embarras us.” Sample points out that most of the offenders in the news for financial scandals or personal transgressions went to “good schools.” Despite that, they missed learning some of the most important lessons they should have learned in college. How could that be?

Faculty who communicate intended learning outcomes help students to be more aware of their learning. The realities of “meta-learning” are that students gain practice in becoming more reflective on their experiences as learners—they start to see the why and how of education as it translates into knowledge and skills. Just as important is how they begin to view the educational experience in its entirety.

If you’re interested in approaches that encourage students to participate in class and develop their public-speaking skills, as well as techniques that help you learn student names, then my “daily experts” strategy may be of use to you.

In a chapter in an e-book on undergraduate student research in psychology, authors Wadkins and Miller integrate research and resources into a wonderfully pragmatic exploration of the role of faculty mentors. When undergraduates do a research project under the guidance of a mentor, the process not only develops the students’ research skills, it also “transforms their professional and academic selves.” (p. 209)