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Using Guerrilla Tactics to Improve Teaching
This is a fascinating idea. How many times have walked past another faculty member's classroom and resisted the urge to sit in or participate afraid we might disrupt something? Let's do something about that . . . .
By Matt Anderson and Micah Fierstein
"Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don't employ this practice with ourselves. Teaching traditionally occurs in isolated silos. At best, some of us may have conversations with colleagues either prior to or after a course, but we almost never collaborate during the actual class.
There are many legitimate reasons for why collaborative learning among faculty occurs so rarely—regularly changing schedules, spread out class locations, individual work load agreements, and different areas of expertise—and these challenges give us insight into the logistical difficulty of building/maintaining a community of learners in higher education. They also highlight the importance of adapting creative approaches if we are going to benefit from cooperative learning as teachers."