Reflecting on Repetition for Student Success in Teaching and Learning

by Deborah Keene, Blount Scholars Program Thanks to Dean Olin, and the College of Arts and Sciences, I was able to attend the Teaching Professor Conference for the first time. There were a wide variety of sessions, but I found myself drawn to the sessions about metacognition: How to Develop Self-Directed Learners, Maria Flores-Harris Classroom

Power-Using and Hacking Blackboard

by Nathan Loewen, Department of Religious Studies Do you use Blackboard in your course? I do. Here’s why: I think it’s easier for me, as well as the students, to have a simple, one-stop place to find and do everything related to a course outside of class. Now beginning my second year of teaching at UA, I find

This Professor Likes CATs (classroom assessment techniques)

by Nathan Loewen, Department of Religious Studies I am going to write about measuring teaching effectiveness. There is a lot of buzz about metrics in higher education media, but not until the mind-meld app is released for iOS will teachers know what their students are thinking. One of the challenges of teaching a large-enrollment course is to

Students’ Opinions Instruction are In! Now What?

by Nathan Loewen, Department of Religious Studies Sometimes there is a considerable difference between a professor’s evaluation of a course and those of the students. The divergence can work in either direction. Perhaps a “terrible” experience for the professor was “absolutely brilliant” for the students. Let’s be honest, however: the opposite situation is difficult news.

Investing in Your Online Courses

Chase Wrenn, a professor in the philosophy department, teaches an online Intro to Deductive Logic course centered on building skills in formal reasoning. He offers the following advice on managing self-paced, asynchronous online courses. What tips do you have for providing effective feedback online? Be prompt and detailed. As an online instructor, there is a lot of asynchronous communication

Providing Feedback in Large Courses

In a large course with limited TA assistance, it may seem impossible to offer students meaningful feedback on their progress. In this post, faculty members describe how they use office hours, technology, and TAs to provide appropriate feedback in their large courses. Office Hours Kim Caldwell: Some students come to my office truly wanting to learn how to learn, and we have great

Feedback in Online Courses

by Alecia Chatham, Department of Modern Languages and Classics Personalized feedback is the best feedback a student can receive. It is the closest to one-on-one teaching possible online short of using Skype! Feedback should always be given either way, personalized or generic. And, if it is generic (i.e., not tailored to an individual student),  it