Scholarship of Teaching and Learning Commons^™

Education For Self-Reliance, Responsibility And Hope, John Strassburger

Publications

This is the first in a series of occasional papers about the challenges confronting students and what Ursinus is doing to help them enter adult life.

Never In A Class By Themselves: An Examination Of Behaviors Affecting The Student-Professor Relationship, David J. Walsh, Mary Jo Maffei

Professional and Organizational Development Network in Higher Education: Archives

We conducted a survey designed to assess the extent to which students and faculty viewed particular professor behaviors as enhancing or detracting from the student-professorrelationship. It was necessary to develop our own survey instrument, because although there are scales assessing related concepts such as immediacy, there is, to our knowledge, no existing instrument capturing the student-professor relationship broadly construed and with specific, behavioral items. Importantly, our survey instrument asks respondents for their views on the consequence of particular behaviors for the student-professor relationship, and not for a rating of professors in terms of the frequency with which they actually display …

Active Learning Beyond The Classroom, Edward Neal

Professional and Organizational Development Network in Higher Education: Archives

Attending class is akin to regular religious observance: The ritual or sermon is less important for what it teaches directly than for its motivational impact on what believers do between services. Lowman, 1984, page 165

Even carrying a full course load, students spend a relatively small proportion of each week in class, typically about 15 hours, and research has shown that most undergraduates spend only a few hours a week studying outside of class. How do they occupy their time? According to a national survey of college students (Boyer, 1987), almost 30 percent of full-time students work 21 or more …

Integrating Research And Undergraduate Teaching, Anne Bezuidenhout

Professional and Organizational Development Network in Higher Education: Archives

I would like to describe some of the benefits and difficulties I have encountered in my attempt to integrate my research and teaching in an introductory logic course. My introductory logic students work in groups on semester-long research projects. The research that these students are involved in belongs to the scholarship of integration, rather than the scholarship of discovery (Boyer, 1990). It is highly unlikely that most instructors will ever teach a student who will break new ground in their field. However, what most students can begin to do is to think about what role one body of knowledge or …

Transactional Analysis Of The Creative Process, Donna Glee Williams

Professional and Organizational Development Network in Higher Education: Archives

Teachers of the creative process understand intuitively that different types of students need different types of teaching. The art students who splash paint with abandon over miles of canvas but have no interest in craftsmanship or self-evaluation need a different sort of intervention than the young artists who are so bullied by their own self-criticism that they can hardly bear to make a mark. The music students who by dint of excessive practice produce music-box accuracy--completely without fire--need a different sort of help than their sloppy but passionate colleagues. Our task as instructors is to understand our students’ needs and …

Honoring The Process For Honoring Teaching, Laurie Richlin, Brenda Manning

Professional and Organizational Development Network in Higher Education: Archives

Few ideas are as appealing on the surface as encouraging professors to gather and reflect on materials that best represent their teaching excellence. Indeed, developing a teaching portfolio, or dossier, has become a popular faculty development activity in many departments and on many campuses. To create a portfolio, faculty select syllabi, tests, student work, and student evaluations about one or more courses, and add a reflective statement, usually called a teaching philosophy, about their teaching goals. In almost all cases, reports from the field state that professors find reaffirming the teaching portfolio process and the opportunity to reflect on their …