Maryellen Weimer, Ph.D.

Professor of Teaching and Learning, Penn State Berks

Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.

The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.

She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.

Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.

She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006),  Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002). 


Products Featuring Maryellen Weimer, Ph.D.


Considering the Courage and Practice of Teaching

Considering the Courage and Practice of Teaching

Parker Palmer and Maryellen Weimer talk about the underpinnings of their approaches to their work as teachers. They discuss the critical role of self-knowledge as a precursor to your work with students as well as why it is the key to growth and development as teachers.  Whether you are a new or experienced faculty member who ended the semester on a high note or a low note, you’ll gain insight, inspiration, and validation from this impassioned conversation.


Extra Credit: An Undeserved Gift or a Second Chance to Learn?

Extra Credit: An Undeserved Gift or a Second Chance to Learn?

When a Teaching Professor blog post about extra credit generated record response, Maryellen Weimer knew the time was right to explore the often-controversial practice of giving students an unplanned opportunity to make up ground lost in earlier exams or assignments. In this special 30-minute online seminar, Extra Credit: An Undeserved Gift or a Second Chance to Learn? she discusses the pros and cons of offering extra credit. This seminar will give you new ways to think about your extra credit policies.


Grading Best Practices 4-pack

Grading Best Practices 4-pack

Condensing a semester’s work into a single grade can be a daunting task. Learn effective assessment strategies to set clear expectations, efficiently complete grading, reduce student frustration, and automate repetitive tasks.


How Can I Make My Exams More about Learning, Less about Grades?

How Can I Make My Exams More about Learning, Less about Grades?

Exams.docx Learn how you can transform exams into enhanced opportunities for student learning with practical solutions to the three core problems with exams today. Making exams better suit your learning goals requires student participation at every step of the process. Your presenter, Maryellen Weimer, Ph.D., shares real-world, tested guidelines for integrating student input.


How Do I Create a Climate for Learning in My Classroom?

How Do I Create a Climate for Learning in My Classroom?

We’ve all encountered “toxic” learning environments–apathetic students, disillusioned faculty, an entire roomful of people waiting for class to just end, already. Keeping the classroom climate positive is the responsibility of both sides. Learn valuable concepts you can put to work right away in every class.


How Do I Get More Students to Participate in Class?

How Do I Get More Students to Participate in Class?

When it comes to classroom participation, research continues to confirm what most faculty members experience each day: A limited number of students make the majority of contributions. Although getting more students to participate is challenging, the good news is that it can be done, and it doesn’t have to involve such tactics as “cold calling” on students or resorting to a points system. We describe 18 strategies that work.


How Do I Get Students to Read Their Assignments Before Class?

How Do I Get Students to Read Their Assignments Before Class?

Many students come to class without having done the assigned reading. Even though many faculty members routinely spell out course requirements in syllabuses and give individual announcements and reminders, students continue to come to class unprepared. We provide several dynamic strategies that you can use to help students learn the value of reading.


How Do I Give Feedback that Improves Student Writing?

How Do I Give Feedback that Improves Student Writing?

Trying to teach students to improve their writing can be like trying to teach cats to fetch: Demonstrate all you want, encourage all you want, implore all you want; you’re apt to be met with nothing but blinks. We share seven novel feedback techniques that will motivate your students and drive real improvement in their writing.


How Should I Respond to Wrong (or Not Very Good) Answers?

How Should I Respond to Wrong (or Not Very Good) Answers?

The stakes are high when an instructor responds to a student answer that is wrong or just not very good. What a teacher says to a student will influence future class participation and discussions. To increase the chances of student participation, it helps to have a repertoire of strategies to employ. We introduce you to 13 possible strategies and responses that you can use when a student has provided an answer that is wrong or not very good.


Is Your Syllabus Sending the Wrong Message?

Is Your Syllabus Sending the Wrong Message?

Your syllabus and classroom policies set the tone for your class, but they may not be creating a welcoming learning environment. Learn tips designed to help you use classroom policies to support student engagement and a smooth-running classroom.


Learner-Centered Teaching - Where Should I Start?

Learner-Centered Teaching - Where Should I Start?

With learner-centered teaching, students take more responsibility for their learning. It’s an approach that focuses a teacher’s attention on what students are doing and deals with learning processes explicitly. We share three strategies to demonstrate approaches that can benefit students and teachers.


Supporting Learning Outcomes 4-pack

Supporting Learning Outcomes 4-pack

Understand how to support the knowledge and skills determined by your course’s learning outcomes. These programs will help you structure and plan classroom activates to maximize student engagement, increase student participation, and ultimately deepen learning.


Teaching Strategies that Improve Retention 4-pack

Teaching Strategies that Improve Retention 4-pack

Discover how you can help keep students engaged, encouraged and enrolled in this Magna 20 Minute Mentor 4-pack Teaching Strategies that Improve Retention.


The Teaching Professor

The Teaching Professor

The Teaching Professor is the lively, highly informative newsletter with a singular purpose: to provide ideas and insight to educators who are passionate about teaching. A source of cutting-edge information and inspiration for over 10,000 educators at universities and colleges worldwide.


What Are the Three Worst Mistakes to Make in the Classroom?

What Are the Three Worst Mistakes to Make in the Classroom?

This fast, focused presentation zeroes in on a trio of potential higher education teaching pitfalls … one involving how you teach, one what you teach, and one whom you teach. You’ll come away with ideas you can use right away to avoid problems and create a positive, productive learning environment.


What Is the Best Way to Grade Participation?

What Is the Best Way to Grade Participation?

You know how essential it is for students to be active participants in their education. But how do you grade them on it? In this program, you’ll learn an overview of what not to do when grading participation, activities worth doing, how to do them, and how to evaluate your own process.


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