Post Tagged with: "Feedback"

Effective Response to Student Writing

Undarmaa Maamuujav, School of Education Responding to students’ papers that have serious rhetorical weaknesses and multitude of linguistic errors is a challenging task for instructors, but what is more trying is finding a systematic and effective method of response to actively engage students in their writing and editing processes. On […]

Read More

Improving Students’ Writing Abilities Through Peer Review

Alma P. Olaguez, M.S., Department of Psychological Science What Makes a Good Paper? Most students can differentiate a good writing sample from a bad writing sample. However, most students have difficulty producing concrete reasons why a paper is bad beyond “It just doesn’t flow.” Most importantly, the students who cannot produce […]

Read More

Three Tips for Promoting Student Motivation

Yangyang Liu, School of Education Students play an active role in their own learning. However, as an instructor, you may have noticed that some students are more motivated than others in your classroom. According to educational research, optimal learning happens when individuals are intrinsically motivated (Black & Deci, 2000). You […]

Read More

Learning through Writing Assignments

Jinna Kim, Department of Sociology Instructors often use writing assignments to assess students’ learning. There are many ways that writing assignments can be a form of active learning, especially when considering it as a writing process. Below are suggestions for implementing effective writing assignments that will enhance student learning. Writing […]

Read More

High Impact Teaching Strategies for Large Undergraduate Classes in Public Health

Sara Goodman, Department of Population Health and Disease Prevention What are high impact course activities? Having ten-week quarters challenges faculty members and teaching assistants to get the most out of their students in a short amount of time. High impact learning activities include “frequent, timely, and constructive feedback, periodic, structured opportunities […]

Read More

Using Exams as a Learning Experience

Christian Glaser, PhD, Department of Physics and Astronomy Traditionally, exams test students’ knowledge at a certain point in time. They are not intended for the students to learn anything but to show what they know. But what if exams can be turned into a valuable learning experience? New research show […]

Read More

5 Tips for Providing Feedback in Large Online Courses

Daniel Relihan, MA, Department of Psychological Science Online college and university courses have become increasingly common over the past decade. One reason for this increase is because online courses are cost effective for universities. For instance, they allow universities to charge tuition without the cost of brick-and-mortar space. Consequently, there […]

Read More