Education Commons^™

Students: Professors, I Wish You Would.., Norman Eng

Publications and Research

What do students wish they could tell their professors about their instruction but never do? Read their unvarnished responses in this eye-opening post.

Teaching College: The Ultimate Guide To Lecturing, Presenting, And Engaging Students, Norman Eng

Publications and Research

Your students aren’t reading. They aren’t engaged in class. Getting them to talk is like pulling teeth. Whatever the situation, your reality is not meeting your expectations. Change is needed. But who’s got the time? Or maybe you’re just starting out, and you want to get it right the first time.

If so, Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students is the blueprint. Written for early career instructors, this easy-to-implement guide teaches you to:

• Think like advertisers to understand your target audience—your students
• Adopt the active learning approach of the best K-12 teachers
• Write a syllabus …

Fast And Fruitful: Effective Writing Assessment For Determining The Success Of New Initiatives, Eileen K. Camfield

University Writing Programs Staff Articles and Papers

Many writing program administrators experience a familiar conundrum: heed the cries for fast assessment results or engage in the lengthy and complicated process that meaningful review of student learning seems to entail? Such was my plight in the 2013–2014 academic year when my university deployed a new strategy for supporting incoming developmental writers. Beginning that fall, students whose writing-SAT (SAT-W) scores were between 450 and 500 were enrolled in a course known as Seminar Plus Studio (SPS), an interdisciplinary class that included a weekly supplemental 100-minute studio aimed at delivering targeted writing instruction, practice, and feedback. Instructors for these sections …