Teaching for Student Success

In less than a minute and a half, I describe a group work method referred to as a Jigsaw.  It was referred to in Episode 8 Part 1.  I realized a definition might be helpful.

Dr. Mark McDaniel of Washington University, author of “Make It Stick”, discusses learning and the importance of recognizing that learning is a skill.  A skill that can and should be learned, a skill that can and should be taught.   A variety of researchers study how people learn.  There are reams of data about the effectiveness of various learning strategies.  We have evidence about which strategi...

Dr. Susan Blum (University of Notre Dame), a Renaissance Humanist (look it up) discusses her recent book, UNGRADING: Why Rating Students Undermines Learning (and what to do instead).  In this episode, Dr. Blum discusses problems associated with the long established system of grades and grading and discusses a recent movement, UNGRADING, which is a call to arms to provide learning environments that...

Dr. Harriet Schwartz of Antioch University discusses her recent book, “Connected Teaching: Relationship, Power, and Mattering in Higher Education”.  Most faculty spend a significant part of their lives interacting with students.  Dr. Schwartz’s book reminds us that so much of teaching is about moments with students.  These moments can be brief or extended, but these moments, whatever the duration,...

Dr. Jeff Karpicke of Purdue University discusses his research on retrieval based learning showing that repeated testing of students without repeated study sessions results in higher rates of learning over the long term compared to students who repeatedly study but are not tested.  This discussion might alter the way you think about studying and learning and might force you to reconsider how the st...

 Dr. Bill Davis of Washington State University discusses two simple, non-content interventions that improve student success and decrease the equity gap.  You will be amazed how a simple wording change to a syllabus, and how a straightforward email of encouragement can improve student success and decrease the equity gap of your courses.  This is an important episode for all faculty.  A few positive...

Dr. Kimberly Tanner of San Francisco State University discusses her work documenting and coding the non-content talk that facutly use as they speak to students during class sessions. This work establishes the framework for future studies on the impact of “Instructor Talk” on the performance and attitudes of students.

Dr. Carl Wieman, who was awarded a Nobel Prize for Physics in 2001, discusses his motivation to move away from fundamental physics research to the world of education research. Dr. Wieman tells a story that will resonate with those interested in ensuring that students are provided with the best possible learning opportunities for their success.