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January, 2010

The Teaching Professor - January, 2010 - Full Issue PDF
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The Teaching Professor - January, 2010 - Full Audio
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‘100 Things Restaurant Staffers Should Never Do’: Adapted for Teachers
By Grace Johnson, Marietta College, OH
On October 29 and November 5, 2009, The New York Times’ Small Business blog ran two parts of a posting titled “100 Things Restaurant Staffers Should Never Do.” As I read the list, it occurred to me that some of author Bruce Buschel’s ideas might be applicable (with minor alterations) to teachers. As we begin winter terms and spring semesters, here are 10 items from that list that I think could help us create classrooms even more conducive to learning.

How Effective Is Remedial Coursework?
For all but the most elite colleges and universities, courses in what’s now called “developmental” education are a staple. Many students now come to college without the knowledge and skills needed to successfully complete college coursework. But does taking remedial courses in math and English make a difference? Do those courses develop the knowledge and skills students need to successfully complete regular college courses?

The Course Syllabus: Contract, Culture, and Compass
By Kiren Dosanjh Zucker, Lori Baker-Schena, and Mira Pak, California State University, Northridge
In the courses we teach, the syllabus serves several purposes. First, it represents a contract between instructor and students. Second, it helps to establish the culture of a class, whether the course is held online or in a traditional classroom. Third, it offers a compass to guide students toward achievement of the course’s learning objectives.

Concept Maps: Can They Be Used to Measure Learning?
Concept maps are defined variously. In this study they are described as “tools that allow students to articulate knowledge by drawing or outlining core concepts and showing links between ideas.” (p. 2) Many teachers use concept maps because they fit the visual orientation of learners. They are used as a way of summing up and organizing what’s been presented.

Transitioning to Paperless Teaching and Learning Spaces
By Sandra Bassendowski, University of Saskatchewan
I am standing in the door of my office at the end of the semester, looking at the piles of paper stacked on the desk, on the filing cabinets, and on the floor. I realize that I need to make some changes to support an e-learning environment and be more ecologically responsible. With student learning outcomes in mind, I try to envision what this new learning space would look like and what it would mean for me and my students.

Qualities of Successful Teaching
The quest to identify the ingredients, components, and qualities of effective instruction has been a long one. Starting in the 1930s, researchers sought to identify the common characteristics of good teachers. Since then, virtually everybody who might have an opinion has been asked, surveyed, or interviewed. Students have been asked at the beginning, middle, and end of their college careers.

Magna and McGraw-Hill Scholarly Work on Teaching and Learning Award Announcement
In mid-November, Magna and McGraw-Hill announced the second Scholarly Work on Teaching and Learning Award. This award recognizes an outstanding piece of pedagogical scholarship, with a $1,000 award given at the annual Teaching Professor Conference. (This year’s conference will be held May 21-23 in Cambridge, Mass.) To submit an article for consideration and to find details on submission requirements and review criteria, visit The Teaching Professor website (www.teachingprofessor.com/conference/teaching-and-learning-award).