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Tag: Teaching Professor Conference 2018

Reflecting on Repetition for Student Success in Teaching and Learning

various nearly identical plant leaves

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 Cognition: Using Educational Neuroscience to Enhance College-Level Learning, Angela Zanardelli Sickler Reaching the Struggling Writer: Effective Feedback Strategies, Cristie McClendon, PhD; Jodee Jacobs, EdD; Hazel […]

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Reflections on the Teaching Professor Conference

the Teaching Professor Conference logo

by Bryce Speed, Department of Art and Art History As an art professor, I find that most of my teaching experiences involve active and experiential learning, mainly due to the hands-on nature of making and critiquing art. Simply through the sheer nature of creative practices students are experiencing and solving problems unique to their conceptual vision. So, when I attend a conference such as the Teaching Professor (June 1-3, 2018 in Atlanta, GA), I am seeking knowledge about best practices in […]

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A New Twist on the Multiple Choice Quiz

a multiple choice test

by James Mixson, Department of History Ah, the multiple-choice quiz. An old stand-by for some instructors who love them not least because it can make grading so easy. For others, especially those in more narrative-intense disciplines like mine (history), they are problematic: names and dates and other “data” are only the beginning. What matters is what it all means, and that is best assessed through long-form writing. Students love multiple choice quizzes and hate them, too. Some like that they […]

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