PEDAGOGICKA KONFERENCIA, Šafárik University, · PDF filePEDAGOGICKA KONFERENCIA,...

PEDAGOGICKA KONFERENCIA,Faculty of Science, P.J . Šafárik University, Košice , S lovakia

Engaging college students in the educational process: one (biased) perspectiveThe main road to enlightening college students during the educational process is not a mystery,

as widely available evidence correlates success to the amount of time engaged in the material.

Yet traversing this path is problematic unless all levels of the university (professors, departments, faculties) act in concert.

This presentation will provide a biased “snap-shot” of approaches and philosophies that I employ along this challenging and rewarding journey that changes with time.

Mark W. Meisel | Department of Physics, College of Liberal Arts and Sciences

Engaging college students in the educational process: one (biased) perspective Ped

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Stephen E. Bradforth, Emily R. Miller, William R. Dichtel, Adam K. Leibovich, Andrew L. Feig, James D. Martin, Karen S. Bjorkman, Zachary D. Schultz, and Tobin L. Smith

Nature 523, 282–284 (16 July 2015) doi:10.1038/523282a

Bottom Up Middle Out Top Down(Faculty) (Departments/Colleges) (Administration)

more develop/encourage recognize/facilitate- problem solving skills - uniform objectives for intro courses - good teaching- student engagement - time/resources to improve - faculty “buy-in”

- evaluate (student/peer) teaching - raise funds- teaching factor for promotion


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Physics Today 58(11), 36 (2005);

doi: 10.1063/1.2155756

Carl Wiemanand

Katherine Perkins


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Meisel’s postulates about teaching (self-evident and without debate):

1. Action must always be “in the best interest of the students”.

2. Diverse educational approach is better than a uniform one.

3. Evolution is always positive, whereas no changes means no advances.

4. “Whatever worth doing is worth doing well!” applies to students and teachers!

5. When in doubt, return to Point 1: “Remember the audience.”


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1. Students can expect me to start/end on time, be fair in scoring, be accessible, and be willing to review/explain/change scoring.


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2. Student behavior in the classroom is explained in detail on day 1 (syllabus).

Attendance in class is definitely expected since material outside the textbook will be presented.You are responsible for all material covered in the text and in class. All of this material is relevant for any graded exercise, unless otherwise stated.

The reading of newspapers, the working of puzzles, and the use of electronic devices such as cell phones, laptops, and tablets are not permitted unless approved for use to make classroom accommodations. Please mute your personal electronic device, and if you need to attend to an emergency, please quietly exit the classroom to handle the text message or phone call in the atrium.


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2. Student behavior in the classroom is explained in detail on day 1 (syllabus).3. Student is expected to have read the relevant text in advance of class.

Deliver meaningful lecture that is an extension of the reading and not just the same material.

Provide a daily, in-class “remote response” question(s) worth 2/1 (or 5/2) points.

Motivates bright students to attend and engages them in “peer instruction”.“You think you know something? Then try explaining it to someone else!”

Weekly Quizzes (homework not collected or graded), Friday, last 15 min. Returned on Monday.


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2. Student behavior in the classroom is explained in detail on day 1 (syllabus).3. Student is expected to have read the relevant text in advance of class.4. Young adults with expanding “World View”. Treat them like adults.

Expect adult behavior but be flexible when needed.

Engage students in hallways, before class, after class, on the street.“How’s it going? How do you find the class? What is your major? What are you doing next year?”

Learn the names of as many as possible. Challenge the bright students and encourage/advise the struggling students. Remember: students talk about you!


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2. Student behavior in the classroom is explained in detail on day 1 (syllabus).3. Student is expected to have read the relevant text in advance of class.4. Young adults with expanding “World View”. Treat them like adults.

Expect adult behavior but be flexible when needed.5. Make old exams/quizzes available with solutions. Work homework when asked.

Don’t use “test bank”. Never before seen problems may appear on exam.Can you use your new “toolbox” to solve a problem you have not seen?To the extent possible, eliminate “time” pressure from exams.


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1. Yes: intro classes and most upper level courses use “standard” textbook.


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1. Yes: intro classes and most upper level courses use “standard” textbook.2. No: year after year, committee after committee, agreement on best intro class

material and practices? Not at UF but at Univ. Illinois Urbana-Champaign.


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material and practices? Not at UF but at Univ. Illinois Urbana-Champaign.3. Yes: 3-year rotation policy for intro and upper level courses. Specialty graduate

courses best left to be taught by sub-group of experts (still rotation!).


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courses best left to be taught by sub-group of experts (still rotation!).4. Yes: UF has students evaluate instructors (results available to the public online).


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courses best left to be taught by sub-group of experts (still rotation!).4. Yes: UF has students evaluate instructors (results available to the public online).5. Yes: Dept. has peer evaluation of instructors on regular basis for junior faculty.


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courses best left to be taught by sub-group of experts (still rotation!).4. Yes: UF has students evaluate instructors (results available to the public online).5. Yes: Dept. has peer evaluation of instructors on regular basis for junior faculty.6. Yes/No: teaching alone will not get you promoted but bad teaching will hurt you.


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courses best left to be taught by sub-group of experts (still rotation!).4. Yes: UF has students evaluate instructors (results available to the public online).5. Yes: Dept. has peer evaluation of instructors on regular basis for junior faculty.6. Yes/No: teaching alone will not get you promoted but bad teaching will hurt you.7. No: intro labs and “discussion sections for problems” still use old school methods,

but changing, see Univ. Illinois Urbana-Champaign.7’. I tried “problem solving” lab, with peer instruction, for discussion sections once.


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1. Words to recognize/promote good teaching, but rewards are isolated and too few.


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1. Words to recognize/promote good teaching, but rewards are isolated and too few.2. No, for the most part, the faculty has not had a “buy-in” because they are too

comfortable and protected in the system.


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comfortable and protected in the system.3. University will do many reasonable things to raise money, but teaching is not

as high a priority as _______________.


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comfortable and protected in the system.3. University will do many reasonable things to raise money, but teaching is not

as high a priority as _______________.4. Not clear the University appreciates the fact (Meisel held, at least):

“A good education does not cost, it pays!”But the payment may be years away and not monetary in nature. So a strict “business model” or “for profit (only) university” misses the goal.

“To equip young minds to solve the known/unknown problems of tomorrow!”


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Meisel’s postulates about teaching (self-evident and without debate):

1. Action must always be “in the best interest of the students”.

2. Diverse educational approach is better than a uniform one.

3. Evolution is always positive, whereas no changes means no advances.

4. “Whatever worth doing is worth doing well!” applies to students and teachers!

5. When in doubt, return to Point 1: “Remember the audience.”

6. “Think Globally and Act Locally” and “admit your weaknesses and try to improve”.

(Fortunately) Nearly all of your students will not be like you (college prof) but will

have a different career: are you equipping their “intellectual toolboxes” with modern

critical thinking skills to prepare them to be successful in their paths through life?


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Stephen E. Bradforth, Emily R. Miller, William R. Dichtel, Adam K. Leibovich, Andrew L. Feig, James D. Martin, Karen S. Bjorkman, Zachary D. Schultz, and Tobin L. Smith

Nature 523, 282–284 (16 July 2015) doi:10.1038/523282a




PEDAGOGICKA KONFERENCIA, Šafárik University, · PDF filePEDAGOGICKA KONFERENCIA,...

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