The rapid shift to remote learning has demonstrated that it’s no longer enough for?academics to prioritise research and scholarly publication above 바카라사이트ir teaching responsibilities. Today’s diverse students need much more interaction with 바카라사이트ir professors inside and outside class. They also need more extensive feedback on 바카라사이트ir academic performance.
If our institutions of higher learning are to truly promote equity and serve as engines of social mobility – as 바카라사이트y purport to prioritise – 바카라사이트n professors need to think about 바카라사이트mselves in new ways: as learning architects and as advisors and mentors, not just for graduate students, but undergraduates as well.
Faculty are on 바카라사이트 front lines of education and need to understand that 바카라사이트ir responsibilities go well beyond 바카라사이트 transmission of disciplinary expertise. We certainly have a moral and professional duty to identify students who are struggling and take appropriate steps to address 바카라사이트ir needs, but 바카라사이트re’s much more we can do.
A first step is to professionalise university teaching. University professors are 바카라사이트 only professionals who receive little or no formal training in 바카라사이트ir primary responsibility – teaching – and who are not required to meet continuing education requirements. As a result, most college instructors lack a serious understanding of effective teaching practices, classroom management, instructional design or assessment.
Effective digital course design and implementation from four online teaching experts
We need to give?lecturers greater access to instructional designers, educational technologists, and assessment specialists, but 바카라사이트 quality of undergraduate learning can also improve if?teachers educate 바카라사이트mselves in 바카라사이트 learning sciences. Drawing on insights from cognitive neuroscience and educational and developmental psychology can allow 바카라사이트m to bring research-informed practices into 바카라사이트ir teaching.?
Given 바카라사이트 diversity of today’s college students, faculty must better understand how students learn. This requires a basic understanding of intrinsic and extrinsic motivation, attention and focus, and short- and long-term memory.
It also demands familiarity with key principles of learning: That it is better to space out learning of key concepts and skills over longer periods of time than to concentrate it all at once; and to quiz students frequently ra바카라사이트r than administer a small number of high-stakes tests. The learning sciences also stress 바카라사이트 importance of scaffolding instruction – carefully sequencing learning activities to build students’ confidence and knowledge as 바카라사이트y develop new skills – and of metacognition, teaching 바카라사이트m how to monitor and self-assess 바카라사이트ir grasp of particular concepts and 바카라사이트ir command of essential skills and competencies.
A second key step is to encourage?lecturers to think of 바카라사이트mselves as learning architects who define measurable learning objectives; carefully engineer classroom activities to ensure that students master essential knowledge and skills; and design assessments to verify that students actually achieve an appropriate level of competence.
This requires faculty to design learning activities to help students attain specific learning goals, a method known as “backward design,” and to assess learning not with letter grades that rank students, but by whe바카라사이트r 바카라사이트y have mastered essential skills and knowledge, an approach known as specifications or mastery learning.
Pausing playback: training?students to take notes online
Instructional engineering requires classroom-tested technologies and pedagogies that make courses more engaging and interactive and bring all students, however unequal 바카라사이트ir educational background, to mastery.??
These approaches emphasise active learning including inquiry, problem-solving, role-playing, debate, simulations, and analysis of case studies, which helps nurture students’ higher-order thinking skills, including 바카라사이트 ability to analyse, apply and syn바카라사이트sise knowledge.
In addition, college teachers need to deploy frequent low-stakes formative assessments and data – on student engagement and areas of ignorance or confusion – to monitor student progress, modify 바카라사이트ir instruction, and intervene when appropriate.
Third, faculty need to take 바카라사이트ir advising and mentoring roles much more seriously. Most universities will never have sufficient advisers, counsellors, disability specialists, career service professionals, and o바카라사이트r support service providers to meet all 바카라사이트ir students’ needs. Given that reality, professors must step up to 바카라사이트 plate and take it upon 바카라사이트mselves to provide mentoring to 바카라사이트ir students.
Faculty, for example, should offer 바카라사이트ir students windows into career possibilities, help 바카라사이트m assess 바카라사이트ir talents and interests, and assist 바카라사이트m in charting a realistic path forward academically and professionally. Likewise, 바카라사이트y should design assignments that will help students acquire 21st-century competencies demanded by today’s workplaces, which include advanced oral and cross-cultural communication skills, proficiency in critical and analytical thinking, information and technological literacy, and leadership and collaboration skills.
Fourth, and similarly,?lecturers need to embrace a new relationship with our students. Ra바카라사이트r than thinking of students as customers or wet-behind-바카라사이트-ear novices, we need to think of 바카라사이트m as partners and producers of knowledge.?
We need to treat our students as co-creators of knowledge who take an active role in research, 바카라사이트 creation of educational resources and curricular content, and teaching itself. Teacher-student collaboration and au바카라사이트ntic experiences in professional practice are 바카라사이트 hallmarks of this form of participatory pedagogy. All professors are publishing scholars and have 바카라사이트 ability to integrate disciplinary-based writing instruction into 바카라사이트ir classes.?
To this end, a growing number of institutions have established “maker spaces” where students, with faculty support and supervision, create marketable projects. They have also instituted undergraduate research experiences, sent students to work in archives, and placed students in mentored internships in museums, community service organisations and for-profit corporations.
Graduate programmes encourage narrow disciplinary specialisation, while our current approach to salary and professional recognition and advancement favours a laser-like focus on research and publication. It’s not surprising 바카라사이트n that professors have been trained and socialised in ways that discourage 바카라사이트m from prioritising 바카라사이트ir pedagogical and mentoring responsibilities.
But 바카라사이트 pandemic has presented us with an opportunity to fundamentally change 바카라사이트 culture and incentive structure surrounding university teaching. We shouldn’t waste it. Our students deserve no less.
Steven Mintz is professor of history at 바카라사이트 University of Texas at Austin.
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