News Roundup: Learning About Teaching

An instructor urges her colleagues to learn more about teaching and discuss pedagogy with other practitioners.

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Why Don’t Educators in Higher Ed Take Education Classes?
Before beginning her Ed.D. program, Jillian Joyce didn’t expect to learn much about teaching. Now, as she routinely discusses instruction with other educators, she realizes how important it is for higher education instructors to grow pedagogically and learn from other practitioners. (Inside Higher Ed)

Carrot Versus Stick Teaching
Much like in parenting, positive reinforcement is more likely to encourage students to put forth effort than punishing them for failures, according to Rob Jenkins. Jenkins incentivizes students by offering points toward their final grades when they take quizzes about assigned readings, complete assignments thoughtfully, and submit multiple drafts of papers. (Vitae)

The 21st-Century Academic
Manya Whitaker describes and encourages faculty to embrace a new kind of academia. Students no longer attend college to learn for learning’s sake, but for professional advancement, she writes, so faculty must apply their material to real-world contexts and cultivate different types of skills in students across disciplines. (The Chronicle of Higher Education)

Giving a Test on the Second Day of Class
In order to prevent needless review and avoid assuming prior knowledge, Doug McKee gives students a test of skills required for his course on the second day of class. Then, he begins filling in their knowledge gaps with focused lectures and in-class problems. (Teach Better)

4 Ways Universities Can Better Engage with Nontraditional Students
As nontraditional students become the norm, colleges and universities must find ways to meet their needs. Meghan Bogardus Cortez suggests that, among other solutions, faculty and administrators afford these students flexibility and emphasize skills they will need in the workforce. (EdTech)

Higher Ed’s Three Digital Literacy Resolutions for the New Year
New Media Consortium’s Digital Literacy Impact Study offers insights into how higher education can improve digital literacy among students. Recommendations from the study include ensuring that educators have the resources to incorporate digital literacy into their programs and understanding the different literacy models to integrate digital skills in coursework. (eCampus News)

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