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 * Home
 * Topics
   * Teaching Strategies and Techniques
     * Active Learning
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     * Group Work
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     * Blended and Flipped
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   * Grading and Feedback
     * Quizzes and Exams
     * Formative Assessment
     * Feedback
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     * Peer and Self-Assessment
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 * Topics
   * Teaching Strategies and Techniques
     * Active Learning
     * Participation and Discussion
     * Group Work
     * Teaching with Technology
     * Blended and Flipped
     * Motivating Students
     * Course-Specific Strategies
   * Grading and Feedback
     * Quizzes and Exams
     * Formative Assessment
     * Feedback
     * Rubrics
   * Classroom Climate
     * Building Relationships
     * Diversity, Equity, and Inclusion
     * Classroom Management
     * Academic Integrity
   * Preparing to Teach
     * Course Design
     * Assignments
     * Syllabus
     * First Day of Class
   * Student Learning
     * Peer and Self-Assessment
     * Study Strategies
     * Self-Regulated Learning
   * Professional Growth
     * Reflections on Teaching
     * Evaluation and Feedback
     * Mid-career Issues
   * Online Teaching and Learning
     * Course Design
     * Teaching Strategies and Techniques
     * Grading and Feedback
 * Features
   * For Those Who Teach
   * Resource Collections
     * Assignments of Note
     * Handouts for Students
     * It’s Worth Discussing
     * Memos to Students
     * Studies with Practical Implications
   * Explorations
     * Examining the Quiz
     * Handouts: The Many Roles They Play in Learning
     * The Questions Teachers Ask Students
     * Revisiting the Syllabus
     * Spotlight on Extra Credit
 * Submit
   * Submission Guidelines
   * Upcoming Themes and Deadlines
 * Conferences
   * Teaching Professor Annual Conference
   * Teaching Professor Online Conference
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   * Health Professionals Educators Conference
   * Faculty Development Professionals Conference
 * About
   * About The Teaching Professor
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CURRENT ISSUE

October 2024


GRADING AND FEEDBACK

Start Strong: An Omnibus of Advice for Those Starting (and Continuing) College
Student Learning
Start Strong: An Omnibus of Advice for Those Starting (and Continuing) College

October 7, 2024 | By Regan A. R. Gurung

Giving Students a Voice in Online Classes
Classroom Climate
Giving Students a Voice in Online Classes

October 7, 2024 | By Rebecca A. Glazier

Student Questionnaires to Foster Teaching Presence
Online Teaching and Learning
Student Questionnaires to Foster Teaching Presence

October 7, 2024 | By Lori Spanbauer







LAST MONTH’S ARTICLES




BUILDING A LEARNING SANCTUARY: FOSTERING RESILIENCE IN OUR STUDENTS, PART 2

 * Mays Imad
 * September 23, 2024

This semester I am teaching an undergraduate biology course on biofeedback,
self-regulation, and intergenerational resilience. One of the books we read is
Robert M. Sapolsky's Why Zebras Don't

 * Read More >




ACTIVEFLEX: AN ALTERNATIVE TO HYFLEX

 * Timothy Thornton and Letitia Bergantz
 * September 23, 2024

The Hyflex teaching model has been a polarizing concept since Brian Beatty
introduced it at San Francisco State University. On the one hand, it offers
students the flexibility
 * Read More >




BOOK CLUBS: THE SWISS ARMY KNIFE OF THE COLLEGE CLASSROOM

 * Carla Williams
 * September 23, 2024

It is the first day of the semester in a junior-level preservice teacher course,
and 40 students sleepily shuffle in and choose spots at a table with their
 * Read More >




DESIGNING A COURSE FOR SOCIALLY DEPENDENT LEARNING

 * Christopher J. Richmann
 * September 16, 2024

We often think of learning in individualistic terms. The student cognizes in
their brain and performs some solitary task to demonstrate learning. For this
work, they receive an
 * Read More >




PROBING STUDENT UNDERSTANDING

 * Stephen L. Chew
 * September 16, 2024

It’s hard to determine just how well students understand the concepts we teach.
Our usual criterion for understanding is that students give a correct answer on
an exam,
 * Read More >




HOW TO MAKE YOUR FEEDBACK MORE EFFECTIVE

 * John Orlando
 * September 16, 2024

A common faculty complaint is that students do not read their feedback. This is
usually chalked up to laziness or disinterest in learning. But neither
explanation has ever
 * Read More >




MY FAVORITE POEMS FOR FIRST-YEAR STUDENTS

 * Nichole DeWall
 * September 9, 2024

“Are those handouts for us?” my student asked, gesturing toward the copies of
Shakespeare’s Sonnet 29 that I’d carried into class. “Nope,” I replied. “They’re
for the Brit
 * Read More >




RAFTING TO AN ENGAGING ASSIGNMENT

 * Julie Slade and Lora Walter
 * September 9, 2024

An abundance of literature exists indicating that students are disengaged,
unmotivated, and potentially downright bored in classes. Part of this
disengagement may come from the seemingly unending essays
 * Read More >




GAMIFICATION USING MURAL

 * Natalie Ulrich
 * September 9, 2024

Gamification has been shown to improve student learning (Brull, 2016), and one
of the best apps for facilitating gamification in the classroom is Mural, an
online collaborative whiteboard
 * Read More >




> “Feedback must become a basic component of course design. Since grading drains
> the teacher’s time to design assignments, monitor results, and make
> improvements, its importance must be downgraded. Ultimately instructors can
> best aid the feedback process by designing assignments with clear, relevant
> objectives, and redesign them in light of students’ learning. That requires
> sophisticated disciplinary knowledge and knowledge about the biological and
> psychological processes of learning. All that’s demanding, but the acquisition
> and correction of such knowledge is the exciting intellectual core of
> teaching.
> 
> —Larry D. Spence, Maybe Teaching Is a Bad Idea (2022)




EDITOR’S PICKS



A MEMO TO STUDENTS ABOUT UNEXPECTED GRADES

It doesn’t make any sense. You worked hard on that assignment, studied long
hours for the test. You’re upset—texting complaints

Read More »
Maryellen Weimer May 11, 2020


WHAT STUDENT FEEDBACK LITERACY ENTAILS

Student feedback literacy—Is it meaningless academic jargon or destined to
become a trendy handle? Neither is my hope for this

Read More »
Maryellen Weimer November 16, 2020


THE INSTRUCTIONAL VALUE OF FORMATIVE ASSESSMENT AND FEEDBACK

Formative writing assessments, like writing-to-learn activities, provide
instructors with valuable and ongoing insights into student learning. Often
ungraded, these

Read More »
Vittoria S. Rubino March 20, 2023

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