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Teaching Tips

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 "Getting Better as Teachers" written by L. Dee Fink and appearing in the NEA Higher Education Advocate, Vol. 29, No. 1, January 2012 
 "Feedback without Overload" written by Douglas L. Robertson and appearing in the NEA Higher Education Advocate, Vol. 31, No. 1, January 2014
From  Ken Bain's What the Best College Teachers Do.:
Bain talks about a "promising" syllabus, that is, one where "the instructor would lay out the promises or opportunities that the course offered to students...would explain what the students would be doing to realize those promises" and, would summarize "how the instructor and the students would understand the nature and progress of learning"; most important, a promising syllabus avoids "the language of the students a sense of control over their own education" (p. 74-75).

What distinguishes a promising syllabus is its tone. Of course, a promising syllabus includes the typical information students need to know about the course (for example, course description, student learning outcomes, materials needed, credits and hours, etc.), but has the tone of "promise" as opposed to "requirements," and invites students to be active - not passive - participants in their own learning
To learn more about the promising syllabus, here are some resources:
Here's an article, Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity, suggested by Loretta Brancaccio-Taras - thanks, Loretta! It was written by a biologist, Kimberly D. Tanner, from San Francisco State University, and appears in the journal CBE - Life Sciences Education. Although directed at instructors of biology, this article identifies 21 teaching strategies that can be used to "promote student engagement and cultivate classroom equity" (3) - strategies which are NOT discipline specific and can easily be generalized across disciplines.

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