Effective College Teaching Research Articles

Determining the Essential Characteristics for Effective College Teaching

Determining the Essential Characteristics for Effective College Teaching

Strategies for the Unequal Distribution of Emotional Labor in Graduate Student and Contingent Teaching

ABSTRACT Scholarship on teaching and learning (SoTL) shows how caring for students proves crucial to effective college teaching. Providing mentorship to undergraduates in and outside the classroom can require ample emotional labor, especially for graduate-student and adjunct instructors. Even though graduate students and contingent faculty are at a structural disadvantage, they have profound influence over undergraduate students, particularly at large institutions where undergraduates may encounter them and look to them for emotional support and professional mentorship more than tenure-track faculty. For example, female and minority instructors disproportionately take on unpaid emotional labor in students’ personal and professional lives related to courses focusing on issues of structural inequality that may require them to mentor and manage student emotions more than those in more secure positions. This can amplify the stress, competition, and uncertainty of graduate study and employment. Consequently, this essay focuses on strategies—boundary maintenance, time strategies, and managed expectations—to mitigate the unequal impact of this emotional labor and create more equitable pedagogical practices.

플립러닝을 적용한 유아동작교육 수업에서 본 예비유아교사의 경험

Objectives This study would investigate pre-service early childhood teachers’ experience in the class of early childhood movement education applying flipped learning.
 Methods For this purpose, this study chose 8 juniors in the Department of Early Childhood Education in a college located in the Chungbuk area. This study was conducted from September 3 through December 13, 2019, for three hours once a week. The collected data were recorded interviews and personal journals, which were analyzed in three steps, including description, classification, and interpretation. To increase the validity of this study, a triangular method was employed, and to get rid of the researcher’s bias, constant reflection was made. The validity would be obtained through member check and the recruitment of researchers from outside.
 Results First, in the class of early childhood movement education applying flipped learning, the pre-service early childhood teachers resolved problems by moving their bodies themselves and recognized the pleasure of movement and the necessity of movement education through teaching peers with partners. Second, in the class of early childhood movement education applying flipped learning, changes in the pre-service early childhood teachers’ attitude to early childhood movement education are confidence in their teaching of movement and satisfaction with their teaching of movements for children. Third, in the class of early childhood movement education applying flipped learning, changes in the pre-service early childhood teachers’ knowledge of their teaching of movements for children are the understanding of early childhood movement education and the acquisition of expertise for the role of teachers of child movement.
 Conclusions It is judged that the flipped learning teaching strategy will be a new alternative for effective college teaching strategy by applying it to the teacher training course.

Learning, Fast and Slow

In Thinking, Fast and Slow (2011) Kahneman describes two modes of thinking: System 1 and 2. System 1 operates quickly, automatically, and unconsciously, drawing on our vast reservoir of stored knowledge to decide what should or should not be done in any situation. System 2 is a slower, more deliberate process, requiring us to step back from our immediate circumstances to analyze them in more depth. Kahneman praises System 1 for its efficiency in dealing with life’s ordinary problems, but cautions against relying on System 1 when faced with more complex problems. In this paper, we reason that the essence of effective college teaching is moving students from System 1 to System 2 thinking. We describe both systems in detail, illustrate how System 1 thinking applied to a System 2 problem can be troublesome, and then propose an educational strategy to elevate students to a System 2 frame of mind.

College Philosophy and Teaching

This article delineates critical practices for effective college teaching and learning. In addition, the author contendsan internal transformation in philosophy, to facilitate a better college teaching environment. Moreover, a review andadaptation of Socratic paradigm techniques are included. The author outlines specific instructional and curricularfacilitation modes for advanced learners.

Book Review: Facilitating Seven Ways Of Learning: A Resource For More Purposeful, Effective, And Enjoyable College Teaching by Davis, J. R., & Arend, B. D.

Book Review: <i>Facilitating Seven Ways Of Learning: A Resource For More Purposeful, Effective, And Enjoyable College Teaching</i> by Davis, J. R., &amp; Arend, B. D.

Review of Making Scientists: Six Principles for Effective College Teaching

Review of <i>Making Scientists: Six Principles for Effective College Teaching</i>

Book Reviews: Critical Issues in Clinical and Health Psychology, Effective College and University Teaching: Strategies and Tactics for the New Professoriate, Forensic Psychology: Crime, Justice, Law, Interventions, 2nd ed., Human Learning and Memory, Attention in a Social World, Study and Communication Skills for Psychology, Teaching Psychology around the World, Volume 3, The Oxford Handbook of Sport and Performance Psychology, The

Book Reviews: Critical Issues in Clinical and Health Psychology, Effective College and University Teaching: Strategies and Tactics for the New Professoriate, Forensic Psychology: Crime, Justice, Law, Interventions, 2nd ed., Human Learning and Memory, Attention in a Social World, Study and Communication Skills for Psychology, Teaching Psychology around the World, Volume 3, The Oxford Handbook of Sport and Performance Psychology, The

Do Your Students Care Whether you Care About Them?

The author integrates research and theory to suggest that caring is an important dimension of effective college teaching. Despite the fact that students are acutely aware of whether their professors care about them, professors do not necessarily prioritize this aspect of teaching to the same extent. This article provides concrete suggestions about how professors can develop such rapport with their students, addresses common criticisms and concerns about professors expressing care, and offer avenues for future inquiry.

Do Your Students Care Whether You Care about Them?

Abstract The author integrates research and theory to suggest that caring is an important dimension of effective college teaching. Despite the fact that students are acutely aware of whether their professors care about them, professors do not necessarily prioritize this aspect of teaching to the same extent. This article provides concrete suggestions about how professors can develop such rapport with their students, addresses common criticisms and concerns about professors expressing care, and offer avenues for future inquiry.

Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis

This study used a multistage mixed-methods analysis to assess the content-related validity (i.e., item validity, sampling validity) and construct-related validity (i.e., substantive validity, structural validity, outcome validity, generalizability) of a teaching evaluation form (TEF) by examining students’ perceptions of characteristics of effective college teachers. Participants were 912 undergraduate and graduate students (10.7% of student body) from various academic majors enrolled at a public university. A sequential mixed-methods analysis led to the development of the CARE-RESPECTED Model of Teaching Evaluation, which represented characteristics that students considered to reflect effective college teaching—comprising four meta-themes (c ommunicator, a dvocate, r esponsible, e mpowering) and nine themes (r esponsive, e nthusiast, s tudent centered, p rofessional, e xpert, c onnector, t ransmitter, e thical, and d irector). Three of the most prevalent themes were not represented by any of the TEF items; also, endorsement of most themes varied by student attribute (e.g., gender, age), calling into question the content- and construct-related validity of the TEF scores.

Perceived (Academic) Control and Causal Thinking in Achievement Settings.

CPA Award for Distinguished Contributions to Education and Training in Psychology (2001) Prix de la SCP pour contributions remarquables a l'enseignement et a la formation en psychologie (2001) Abstract Striving to excel is a goal commonly shared by undergraduate students, graduate students, and faculty members in academic achievement settings. Periodically, however, their sense of personal control and mastery is undermined by low-control experiences arising from a greater emphasis on success and failure, heightened academic competition, increased pressure to excel, more frequent academic failures, unfamiliar academic tasks, new social networks, and critical career choices. In these situations, achievement-striving can lead to a paradox of failure in which seemingly bright, enthusiastic individuals fail in their quest, unable to fulfill the demand to augment self-initiative and independence. Many otherwise capable individuals quit during the transition from high school to college, college to graduate school, or graduate school to academic jobs. This article focuses on perceived personal control as an academic marker and on its use as a control-enhancing intervention for redressing failure, based on laboratory and longitudinal field studies conducted at the University of Manitoba during the last two decades. What began as my first attempt to teach Introductory Psychology, without the benefit of any formal training in pedagogy, has developed into a 30-year exploration of human motivation and performance. The ensuing quest into how to be a more effective instructor was precipitated by feelings of inadequacy about my teaching and by disappointing student ratings - no small concern for a freshly minted assistant professor! But these initial worries had notable payoffs for my teaching, and in the process, they spawned a deep interest in how human beings learn and in how teaching and learning processes unfold in the classroom. The direct result was the development of a research program on effective college teaching that, in turn, evolved into a complementary research program on human motivation and performance (Perry, 1985, 1991; Perry & Williams, 1979). Thus, it is an honour, both personally and professionally, to receive the CPA Award for Distinguished Contributions to Psychology in Education and Training. When my academic career began in the early '70s, there was no commitment to developing teaching skills as part of a graduate education in psychology and little information or resources available to assist a struggling new professor to master the craft of teaching (Perry, 1990a; Perry & Smart, 1997a). As a social scientist, my recourse was to consult the research literature on effective college teaching in an attempt to find practical solutions to my own difficulties. Not surprisingly, the basic research literature at the time was, and still is, largely inaccessible to faculty members -except perhaps those with a methodology background in the social sciences. Happily, the scientific literature had a profound impact on my understanding of pedagogy and provided me with some basic guidelines that have served me well throughout my career: Be expert on the material; be organized in presenting it; and, be enthusiastic about it. In response to this inaccessibility of the basic research on college teaching, I edited several volumes bringing together the top researchers in the field in an attempt to make such information more readily available to instructors, administrators, and researchers alike (Perry, 1990b; Perry & Smart, 1997b). Three Critical Issues Concerning Teaching and Learning Survival matters aside, the issues I struggled with as a novice instructor recur throughout the academic careers of university professors (e.g., Perry, Menec, & Struthers, 1999). As an assistant professor prepares to teach an introductory course for the first time, or a senior full professor contemplates tomorrow's upcoming graduate seminar, questions arise about student motivation, learning, and performance, and about how these relate to different instructional methods. …

HIDDEN CHARACTERISTICS OF EFFECTIVE COMMUNITY COLLEGE TEACHERS

This article explores faculty viewpoints, values, and behavior regarding faculty student interaction in and outside of the classroom. The research is qualitative in nature, consisting of systematic observations of five effective community college faculty members interacting with students in the classroom, supplemented with open‐ended interviews of faculty. The results of the study validate earlier research on effective college teaching and suggest additional “hidden characteristics” that help to explain why some professors are particularly effective. These characteristics are significant in that they have not been previously reported. Attention is shifted away from just looking at a teacher's command of the subject, organizational skills, and rapport with students. Characteristics such as charisma and altruism also come into consideration, bringing forth the concept of teacher as messiah. For these faculty, teaching is more than an occupation; it's a dedication to leave the world a better place, an opport...

A Behavioral Perspective on College Teaching

Much of the subject matter learned in college, particularly during the first two years, is taught in relatively large classes with text and lecture as the primary source of the information being learned. If students make effective and prolonged contact with these sources, they can acquire extensive verbal repertoires in many areas of knowledge. Unfortunately there are many other activities that compete for the typical student's study time. Several factors are often cited as variables that will support study behavior in competition with other activities, but the only powerful one available to the teacher is the exam grade, as it is related to the course grade. However, unless exams are clearly related to appropriate study behavior, require through and extensive coverage of the subject matter, occur frequently (preferably no less often than once a week), and are also clearly related to the course grade, even this factor will not generate prolonged and effective study behavior. Effective college teaching is essentially a form of aversive control, but if done properly the aversiveness is quite mild, and such aversive control can be responsible for the development of large and valuable intellectual repertoires.

A description of effective college teaching in five disciplines as measured by student ratings

Student rating of teachers in five disciplines (science and math, education, social sciences, humanities, and business) were analyzed to determine which teacher attributes were important in predicting ratings of teaching effectiveness. Rating results from 1,439 courses taught at Southern Illinois University, Carbondale from 1973 to 1974 were used as data for this study. The results indicated that the instructor attributes rated as characteristic of effective instruction were highly consistent across disciplines, and the effective instructor was described as (1) knowing when students understood him, (2) increasing students' appreciation of the subject matter, (3) answering impromptu questions satisfactorily, (4) achieving the objectives of the course, and (5) giving several examples to explain complex topics.

6: Effective College Teaching

Teaching effectiveness has become one of the most controversial issues in higher education, as pressures of student riots in the 1960's were followed by financial pressures from legislatures and donors. Thus a review of substantive knowledge about effective college teaching is timely. This review updates earlier efforts (McKeachie, 1963, 1970), and emphasizes insights gained since. When we think of teacher effectiveness, we almost inevitably think of the classroom and the teaching methods used by the teacher. Even though only a minority of the college teacher's working hours are spent in the classroom, it is classroom teaching that is the focus of efforts to evaluate and improve teaching effectiveness. Such a focus misses the importance of the instructor's hours spent in planning, counseling, tutoring, and encouraging students, and in meetings devoted to determining educational issues. Nevertheless, the classroom is the chief arena of instructor-student interaction. What goes on in classrooms is important in determining the learning experiences of students. Students can learn without teachers, but the teacher and his methods are rightfully perceived by students as crucial elements in determining their learning. In this chapter we deal with major instructional methods, with student characteristics affecting instructional effectiveness, and with microinstructional variables affecting the learning of a single lesson.

Effective College Teaching

Effective College Teaching

The Sisyphus Syndrome and Professor Cogent

TTE image of the benign, hard working purveyor of knowledge surrounded by mesmerized and ado ing students seems to have died with Mr. Chips and tele vision's Halls of Ivy. Today, Professor Cogent (his name is Legion) is afflicted with a destructive and debilitating syndrome. He feels he is rolling imponder ables up an academic hillside, and like Sisyphus of old is sure no one appreciates his efforts. Each semester brings nothing more than the chore of rolling the same boulders up the same slope again. There is ample evidence that he may be right. Stu dents Flunk the Faculty is the title of a chapter in a recent (1969) book College Scene, a collection of essays by students from coast to coast: The College Poll study on what students really want puts better teachers as the first area for improvement. (p. 78) Newspaper editorials excoriate professors for inciting students to riot by being too critical of American foreign and domestic policy. Student editorials in campus publi cations, on the other hand, lambast professors for being irrelevant, and not addressing themselves to critical issues of the day. Hate mail from parents and com munity leaders brings accusations of everything from obfuscation of issues to dangerous meddling, to outright subversion. State legislatures climax the assault by budgetary cuts. There is nothing new about town and gown conflict, but seldom has the teaching profession itself been so vilified as it is today in so many quarters of society. parameter of the problem is created by the pressures of that much overworked term, adminis trivia. In addition to his teaching load, the professor is expected to serve on committees. Such service in many instances seems to serve no purpose and to keep him from the research and writing which he must perform to justify his retention, promotion, and/or tenure. He then must create a variety of subterfuges and engage in what Hodgkinson calls, selective negligence (cf. Finding the Levers in Effective College Teaching, by William Morris, 1970). Still another problem for the professor is the con stant demand by students and fellow faculty to become in some cause. Professor Cogent wants to be liked, to be regarded as a man with a conscience. He is at the same time sensitive to the voice of caution (often arising as much from the administration as from his own psyche), which warns that getting involved may cost him the respect of his academic elders and con servative community members. He begins to rationalize that it is, after all, easier for protesting students to get into another college than for a faculty member to secure another position. Most syndromes have no specific cure. They are symptomatic of a complex of problems beyond immedi ate diagnosis. But while these deeper issues are being addressed, there is something every faculty member can do for himself each morning while driving into the college parking lot. Though it may seem only a hortatory exercise, he can say to himself: Another day; another chance to enrich a few more students' lives, and maybe even add an increment to the store of human knowledge. This will not motivate him to set the world on fire (a Quixotic ambition anyway), but will keep him at his task, and provide an antidote to that most corrosive of all emotions: self-pity.

The link is equitability

On the one hand is a hue and cry for college teaching to be evaluated for its effectiveness. Professors are to be held accountable for the learning or lack of it that takes place in their classrooms. There are charges telling us how to evaluate (Miller, 1972; Hildebrand and Wilson, 1970), how to create an interplay of mind on mind (Eble, 1972), how to challenge and change the patterns of the graduate schools in order to enhance the teaching function (Heiss, 1970; Spurr, 1970), and how to comport ourselves effectively (Lee, 1970). To deny the importance of studies like these is to deny the timelessness of effective college teaching. On the other hand is an array of research studies demonstrating that professors who teach are significantly different. They interact with students differently (Thistlethwaite and Wheeler, 1966; Gamson, 1967). They are rewarded differently in terms of promotion and merit raises (Hoyt, 1970). They demonstrate different career and productivity patterns (Blackburn, 1972; Lehman, 1953). But, most important of all, teaching faculty are different in terms of the subject matter they teach (Brown, 1967; Peters, 1969). To deny the importance of these studies is to deny that human beings have value because they are uniquely individuals even in groups. Why is it that almost no studies attempt to link up the clamor for effective teaching with those groups of teachers in the diverse academic orientations? The time has come to make this connection because there is a persistent and invidious danger in talking about the professoriate as if all its members were the same (Blackburn, 1971). They are not. To insist on their sameness leads to untoward generalizations.

Effective College Teaching Techniques

The Center for Higher Education, a faculty commit tee on Improvem nt of Teaching (chaired by Dr. L. Brewster, Speech Department), and the Graduate Office of Western Washington State College invited eight col lege teachers from Northwest colleges and universities to address the faculty on eight consecutive afternoons on Methods and Techniques of College Teaching I Have Found Effective. The series was part of a year long emphasis on improvement of teaching. This report dis cusses these presentations.