As Rice prepares for classes to resume tomorrow, the Center for Teaching Excellence and the Office of Student Wellbeing have collaborated to produce the following guide to working with students in the aftermath of Hurricane Harvey.
Inspiration is nice, but it is not the goal of education. We should be striving to help our students learn instead.
Helping faculty think through what they value in the context of their courses is my favorite part of course design. But I have to confess that the traditional taxonomies I use when doing so have never made much conceptual sense to me. So after many years of introducing these categories with the caveat that we shouldn't think too hard about them, I finally decided to create my own. I didn't think the world needed yet another taxonomy of learning goals, but I thought I would do a better job talking with faculty if I could present the alternatives in my own vernacular. And it turns out they liked it enough to insist that I share.
The active learning vs. lecture debate creates a false binary. We can do both!
This week members of the Rice University faculty are invited to join in a campus-wide celebration of teaching during the 2nd annual Faculty Owl Days. To start off the week we are introducing a new year-round initiative here at the CTE to celebrate the excellent teaching that takes place at Rice - the Teaching Studio. The Teaching Studio is a virtual space in which faculty can share their experiments, lessons learned, as well as tried and true practices with course design and pedagogical strategies.
Here at Rice’s Center for Teaching Excellence we believe that it is important to recognize great teachers, support them in their growth, and learn from their experiences. One of the many ways we do this is through Rice’s internal teaching awards as well as nominations for teaching awards at the state and national level. In our efforts to support the nomination of Rice faculty for external teaching awards we have put together a comprehensive list of external teaching awards for faculty four-year institutions.
"How much should I assign?" is one of the most basic questions teachers ask when designing and revising their courses. Yet it is also one of the most difficult to answer. To help instructors better calibrate their expectations, we've created a course workload estimator that incorporates the most important insights from the literature on how students learn.
Error climate has emerged as an important consideration for teachers in college classrooms. Read more about this new research and take the Error Climate Inventory for College Instructors to assess the error climate of your courses.
It has been well documented that the threat of possibly satisfying or confirming a stereotype can interfere with an individual’s performance on a variety of tasks, including but not limited to academic performance. Yet the research also demonstrates that targeted classroom interventions such as providing students with sense of belonging to a broader community, highlighting positive role models in a field or discipline, and asking to students affirm what they value about themselves have been shown to help eliminate the effects of stereotype threat.
Current approaches to educational innovation can be problematic, particularly if they involve an uncritical adoption of technological tools. But it doesn't have to be this way. We provide a model for sustainable innovation that places students and faculty at the center of the process.
Thinking about designing a new course or revising an existing one? In this post I share one the fundamentals of course design that I return to time and again when working with student instructors, seasoned faculty, as well as graduate student enrolled in the CTE's certificate program: the metaquestion.
In December of 2014, I stumbled upon an article by Linda Nilson about something called "specifications grading." I wasn't sure whether or how it would work, but in the spring of 2015, I threw out my traditional script and made yet another attempt to reimagine my grading. And here is what I've learned.
Public recognition is an underrated teaching incentive. Here are some ways that centers for teaching and learning might help to increase recognition for the outstanding teaching happening on our campuses.
It's a long-standing debate: is teaching more of an artistic or a scientific endeavor? Or is there another question we should be asking? The CTE enters the fray.
In November 2012, CTE Faculty Fellow and Associate Professor of History, Caleb McDaniel, wrote a brief essay about his plans to teach his United States history survey backwards—by starting in the present and working his way back to 1848. After teaching it twice in slightly different forms in 2013 and 2015, he recently reflected on his experience in his personal blog. In this post, we are pleased to re-share Caleb's extensive and thoughtful analysis with our readers.
Learning is a social process mediated by collaboration with others. Given the sociability of learning, how can we maximize student interaction and set up a social context in our classrooms for meaningful and productive learning? While there are lots of ways to encourage and support interaction among students, class discussions are perhaps the most intuitive way for many faculty and students. In this blog post I offer some tips and tricks for creating good discussions in any classroom.
In a fascinating article from 2011, a team of psychologists and cognitive scientists from UC Berkeley, the University of Louisville, MIT, Stanford, and Harvard report on an experiment they conducted with 85 children between the ages of 4 and 6. The children were divided into four groups, with each group experiencing a different experimental condition. Each condition involved the use of a specially designed toy. I was drawn to this study because I think it has implications for higher education. Although our brains change and mature dramatically as we age, the mechanisms by which we learn do not necessarily shift as much as we might think.
A few weeks ago, we published a piece in which I argued that nearly everything written about student evaluations on the internet is a form of academic click bait, and that there is often little-to-no relationship between the viral success of these pieces and the quality of their arguments. I was, of course, aware of the irony of making such claims on the internet, particularly via a blog post that intentionally avoided the literature I called on all of us to read. And as this piece got a great deal of attention in the days after it was posted, I couldn’t help but smile as my intuition on these matters was confirmed.
Alice Goffman's book On the Run: Fugitive Life in an American City received more attention than most top sociologists at the pinnacle of their careers could hope for. However, the positive reviews that On the Run enjoyed early on were quickly joined by criticism and controversy. Ultimately, the On the Run controversy raises important pedagogical questions for us.
If you've been anywhere near higher education over the last few years, I would bet that you've heard of Carol Dweck's work on mindsets. James Lang recently wrote a column in the Chronicle of Higher Education outlining Dweck's theories and discussing why they are important for faculty to know about and to use in the classroom, but there might be more to the story of student learning.