Faculty members in higher education regularly grapple with the question of whether or not class attendance should be a mandatory course requirement. Decades of research shows that students who attend class regularly end up with higher grades on their exams (Gbadamosi, 2015; Marburger, 2006).
Participants in the 2018-19 CETL Faculty Learning Communities came together to learn about a particular topic of interest and to create a product to share with the campus community. Read more about these commendable projects below:
Engaging in Undergraduate Research: A Cross‐Disciplinary Effort to Improve Faculty and Student Experiences. Leader: Evelina Sterling; Participants: Jennifer Willard, Rongkai Guo, Yuri Feito, Tsai-Tien Tseng, Angela Farr Shilling, Sarah Holmes, and Amy Buddie (ex-officio)
The deadline to submit a proposal for the Research on Teaching and Learning Summit is approaching soon! Please submit your proposal by April 30, 2019. The Summit will be held at the KSU Center on Friday, October 18, 2019.
We have all dealt with it before – seeing a student looking at their classmate’s quiz, reviewing online exam footage to find a student using outside materials, or realizing a student’s TurnItIn report had a high match rate of another student’s paper.
For those of us who are introverts most of the time, active learning in the form of group work and discussion can lead us to shut down and choose to teach ourselves the content later, in quiet solitude.