How students learn and instructors can, too: Effective college teaching according to Eyler (2018) (original) (raw)
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This analysis explores the insights of Joshua Eyler's book, "How Humans Learn: The Science and Stories behind Effective College Teaching," which emphasizes the importance of understanding how students learn rather than just focusing on content delivery. It highlights five key factors influencing student engagement—curiosity, sociality, emotion, authenticity, and failure—and offers practical recommendations for instructors to enhance learning experiences, such as fostering authentic learning environments and reframing perceptions of failure.
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clemson.edu
Campuses across the country continue to establish first-year seminars that promise students integrative and transformative learning experiences necessary for the twenty-first century. This trend inevitably challenges faculty members to teach in ways that transcend or subvert both their disciplinary expertise and their familiar, comfortable ways of teaching. These challenges become especially visible in the design and evaluation of assignments. At Columbia College Chicago, for example, where the majority of students aspire to careers in the arts, media, and communication, teachers have been negotiating the place of writing in a required first-year seminar in liberal learning. These negotiations play out differently within other institutional cultures, but almost inevitably engage common pedagogical questions: what kinds of writing should be required to demonstrate authentic student engagement with and understanding of important concepts? How central or marginal should writing assignments be to a particular multi-disciplinary course? What other kinds of evidence of student learning should be elicited and counted? These negotiations not only raise questions about how students learn, but also about how faculty learn: If I do not consider myself a writing teacher, then how do I meaningfully integrate and assess writing? If I do feel most comfortable teaching through writing, then how do I meaningfully move beyond writing?
The Sixth International Conference on Self- …, 2006
The word self in common use refers to something bounded by skin and a skull. By contrast, the self-study of the inherently relational practices of teacher education is often social in orientation. So the theme of Collaboration and Community: Pushing Boundaries through Self-Study was one readily agreed upon as appropriate for a celebration of a decade of coming together for collaborative conversations in lively community at the Castle Conferences. These proceedings would not be possible without many kinds of collaboration. The summaries of the papers presented at the Sixth International Conference on Self-Study of Teacher Education Practices include many in which the authors collaborated in research and in writing, a few of which represent multiple pairs or groups of collaborators. Many of the single authors describe partnerships or focus closely on the community built by professors working together with preservice or inservice teachers. Every step, from the call for proposals to distribution of the proceedings at the Castle, has benefited from collaboration.
Taking College Teaching Seriously - Pedagogy Matters!
2023
College faculty, both adjunct and full-time, stand with their students at the coalface of learning, wishing for more to succeed and disappointed at how illusory academic success is for so many. Among the array of investments colleges are making to improve student outcomes, from predictive data analysis to enhanced advising, too little attention is paid to supporting faculty. Yet the impact of teacher and teaching on student learning is incontrovertible. Taking College Teaching Seriously: Pedagogy Matters! stands against the tide-celebrating the incredible work faculty members do each day and challenging them to expand their capacity to present their content expertise effectively Throwing Rocks at the Google Bus : How Growth Became the Enemy of Prosperity Rushkoff, Douglas HC79.I55 R87 2016 "Why doesn't the explosive growth of companies like Facebook and Uber deliver more prosperity for everyone? What is the systemic problem that sets the rich against the poor and the technologists against everybody else? When protesters shattered the windows of a bus carrying Google employees to work, their anger may have been justifiable, but it was misdirected. The true conflict of our age isn't between the unemployed and the digital elite, or even the 99 percent and the 1 percent. Rather, a tornado of technological improvements has spun our economic program out of control, and humanity as a whole-the protesters and the Google employees as well as the shareholders and the executives-are all trapped by the consequences. "-Provided by publisher.
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