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The latest news in higher education and around ACUE
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September 19, 2019

Studies at Rutgers-Newark and UN, Reno Find Stronger Grades, Course Evaluations

We’re delighted to share the results of two new studies that find improved outcomes among students taught by ACUE-credentialed faculty members at two leading public research universities:

  • At Rutgers University-Newark, students were significantly more likely to earn A, B, or C grades in courses taught by ACUE-credentialed faculty than in comparison classes
  • At the University of Nevada, Reno, students gave stronger marks on course evaluations—that improved over time—for ACUE-credentialed faculty, and earned higher grades than comparison course sections.

“We are very encouraged by these initial, quantitative observations. They tangibly show that students respond positively to the pedagogy employed by faculty who have taken the ACUE course,” said Kevin Carman, executive vice president and provost at University of Nevada, Reno. “It is also good news for faculty as they pursue their goal of promotion and tenure. On a broader scale, I see this as an important step in advancing our ongoing commitment to a culture of student success that is facilitated by excellence in teaching."

Read the report
Read the press release

"Having the Time of My Life": The Trickle-Down Model of Self and Student Engagement

Donald SaucierScholarship of teaching and learning often focuses on student engagement, but Donald A. Saucier’s research examines another dimension: instructor engagement. He and his graduate students at Kansas State University find that students are more engaged and perform better on assessments when instructors are more engaged and enthusiastic about their material. He calls it the Trickle-Down Engagement Model and shares some ways to be more engaged in your teaching. Saucier writes, “By focusing on my own engagement, I am able to create both a more enjoyable experience for myself and a more transformative experience for my students.”

Read more

News in Brief

The latest news and opinions in higher education

How to Engage Students and Support Learning in Large Classes
Instructors can use active learning methods in large classes, according to Bonni Stachowiak. She points to examples such as ACUE expert Michael Wesch’s ANTH 101 course, in which Wesch uses videos and resources to engage students online. He also encourages students to share their learning publicly, responding to assignments—which he calls “challenges”—on social media. (Teaching in Higher Ed)


Faculty Members Are the Key to Solving the Retention Challenge
“Faculty members are often the most direct way to help at-risk students,” writes Carl J. Strikwerda. He offers pointers for helping retain students, including teaching students college survival skills early on, redesigning courses to allow struggling students to catch up, and using the insights of non-tenure-track faculty and adjuncts, who teach the majority of first-year students and should receive additional training and resources. (Inside Higher Ed)


Have to Miss Class? No Problem: The Career Center Has You Covered
Davidson College has instituted a program in which faculty who must miss a class can have staff from the career center cover instead of cancelling. Instructors can choose from existing presentations, which are then tailored to individual classes, to connect the course content to careers after college. (The Chronicle of Higher Education Teaching Newsletter)


Why Faculty Buy-In Is Core To The Success Of Online Programs
Online learning offers expanded teaching opportunities, according to Casey Evans. Because it can be difficult to get faculty on board with teaching online, she suggests reminding them these courses are peer-reviewed and held to the same standards as face-to-face courses. She also advises explaining the opportunities digital learning brings, such as using VR in science labs, as well as how it can serve students by providing additional avenues for learning no matter wherever or whoever they are. (The Evolllution)


As Students Head to College this Fall, They’re Really Headed to Career
A survey of adults about their education and work experiences found that, among other conclusions, coursework relevant to careers offers value, students who have mentors feel more confident about their future than those who don’t, and students who develop both technical expertise and critical thinking skills will be most valuable to employers in the future. (Forbes)


Great Expectations
Associate History Professor Jo Guldi refuses to lower her standards, which often means that students receive failing grades on assignments. Despite this, she has noticed that many students persist, even when faced with failing the course. She often receives feedback from students describing how they grew as writers and were able to draw connections between their lives and historical events thanks to her course. (Inside Higher Ed)


Teach Students to Think Through Problems — Not Google Them
“Everything I do is a platform of my teaching,” Aswath Damodaran says in an interview with EdSurge. Among other topics, he explains why preparation is the majority of teaching, how students should attempt to develop conclusions through problem-solving before Googling answers, and why he makes his thought process clear when explaining the solutions to questions, rather than simply answering. (EdSurge)

Welcome, New Partners!


We are excited to welcome our newest institutional members, Mt. San Antonio CollegeReynolds Community College, and Waubonsee Community College. We look forward to working with you to credential your faculty members in the use of evidence-based teaching practices that drive student engagement and learning!
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