News in brief
The latest news and opinions in higher education.
How Faculty Can ‘Click’ Their Way to a More Inclusive Classroom
“Faculty risk excluding certain students and impeding their ability to succeed when they aren’t intentional about design and facilitation,” write Kelly Hogan and Viji Sathy, who recommend using classroom response systems (CRS) to address inclusivity. Among other suggestions they offer for using CRS technology, they advise giving students time to do a think-pair-share and providing the questions, answers, and rationale for responses after class. (EdSurge)
Reconstructing General Ed for Colleges and Universities
In an effort to teach students job-related skills for the 21st century, many institutions are establishing new models for general education requirements. Approaches include the University of Buffalo’s replacement of large introductory lectures with first-year seminars that help students develop critical thinking and writing skills and Boston University’s Cross-College Challenge, in which students work in teams to address real-world problems. (University Business)
What Is the Purpose of Final Exams, Anyway?
Wondering if the traditional exam is the best way to gauge whether learning has taken place, Kevin Gannon proposes alternatives, such as a colloquium in which students present their research to one another. He suggests that in cases where final exams are necessary, instructors use methods like asking students to connect the material to other courses or experiences. Ultimately, the assessment should match the course objectives, Gannon writes. (Vitae)
How the Ukulele Makes Me a Better Teacher
According to Cathryn Bailey, playing the ukulele every day makes her a better instructor. Her commitment represents a desire to be comfortable with not being the expert. Much like her students must put in the hard work to learn and improve, Bailey’s daily practice makes her a better player and demonstrates that all learning is continuous. (The Virtual Pedagogue)
For Mentorships to Work, Colleges Have to Commit
Mentoring relationships between faculty and students can often be rewarding, but many educators note that they require extensive effort, funds, and sustained institutional commitment. Duquesne University’s John Pollock opines that institutions should seek faculty who are good at and enthusiastic about taking on the role. (The Chronicle of Higher Education — Paywall)
Self-Directed Learning and Augmented Reality: How to Teach Gen Z
In order to meet the demands of Generation Z, colleges and faculty must create learning experiences that are valuable and relevant to their lives. Vickie Cook suggests methods such as having students learn through media with which they are comfortable, like YouTube and video games, and using work they produce as resources for their peers. (The Chronicle of Higher Education)
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