Efforts to increase writing across the curriculum through a “writing intensive” (WI) requirement began in the 1970s, with the growth of formal Writing Across the Curriculum (WAC) programs. Early models of writing intensive often involved a single course designation…Recent developments in writing intensive scholarship and practice have responded to the problems inherent with designating a single course as fulfilling a WI requirement. Post Contributed by Sacramento State Professors Fiona Glade and Dan Melzer.
Although learning style models have been existence for decades, its age has had little impact on its continuing popularity in the classroom. The study of the educational value and usefulness in identifying and teaching to a student’s learning style preference is still both considerable and complex. A small glimpse of the current research shows a predominant emphasis on confirming its authenticity in the classroom.
Dramatic changes in the teaching environment are occurring in higher education due to recent unprecedented instructor transformations. Professors, used to communicating in the Queen’s English, have suddenly and without provocation adopted a new stylized and acronym-driven communication method that is rapidly being adopted in the classroom. Students, in fact, are struggling to catch up.
The use of Multiple-Choice Questions for course assessment has been a controversial topic for many decades because of the significant evidence of its many disadvantages….Current studies that are trying to improve this format by tackling some of these issues vary from studying hybrid MCQ approaches to studying the appropriate number of options in a question to studying the language and syntax of making the questions.
Student Response Systems Technology, shortened to SRS technology, provides instructors with a way to enhance student participation. Clickers, the predominant “face” of SRS technology, is a hand-held remote control device that allows for anonymous responses to questions posed by the instructor…Current research mainly concentrates on student participation, student engagement, student course perceptions, and exam/assessment performance changes.