Category Archives: Classroom Techniques

Teaching and Learning Through Tabletop Games

Teaching and Learning Through Tabletop Games

As someone deeply rooted in the intersection of game design and pedagogy, I’m always on the lookout for ways to engage students through games and play. “Tabletop game” can mean a lot of things, but at the most basic they’re exactly what they sound like– games you play on a table. The most common examples of tabletop games are poker games and tabletop roleplaying games (TTRPGs) like Dungeons & Dragons. If you also want to play other games like mahjong, then you may check out mahjong slot here. You may also check out online gambling platforms like 918kiss if you’re looking for exciting prizes. You may also play situs slot games to help you relax and de-stress.

Whether they’re used to build social familiarity, develop communication skills, enhance critical thinking, or simply break traditional lectures’ monotony, tabletop games have carved out a niche as powerful educational tools. Continue reading →

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Bridging the Gap: Cultivating Soft Skills in Students for Lifelong Success 

In my interactions with faculty, a recurring concern emerges: the challenge of fostering essential academic skills in students. These skills encompass, among others, timely submission of assignments and effective communication. Often referred to as soft skills, they form the cornerstone of both academic and future professional success.    Continue reading →

Revamping Office Hours

I have a hard time getting students to come to my office hours. When I do have one-on-one conversations with students outside of class, they almost always feel like a breakthrough of some sort, especially when meeting with my online students that I rarely chat with synchronously. As I start to wrap up this quarter at DePaul and make my inevitable list of all the things I want to do differently next quarter, I’m looking for ways to see more students during my office hours. 

I’m not the only one trying to figure this out. Derek Bruff and Beckie Supiano reference the same study led by Jeremy L. Hsu at Chapman University. In Spring 2021, Hsu and his team surveyed 500+ STEM students and 28 instructors to figure out what they think about office hours. Students and instructors both identified “Ask questions or review material, including going more in depth into related concepts” as the top reason to use office hours. 

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How to Build Community in Your Class Without Using Icebreakers

How to Build Community In Your Class Without Using Icebreakers

Research has shown that college students who find a support community in the first 6 weeks of college are more likely to persist and complete their education (Woosley, 2003). Much of this community can be found and created outside of the classroom through co-curricular involvement, however, faculty are in a unique position to influence the success of their students. For example, a 2021 study found that students who felt a sense of belonging in their STEM program were more likely to persist to their second year (Garza et al.).
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Educational Technology Before and During the Pandemic

Educational Technology Before and During the Pandemic

Before becoming an instructional designer in 2015, I was a teacher in the K-12 industry for 14 years. I specialized in teaching 3rd and 4th-grade self-contained classes, as well as the middle school classes in the areas of language arts and social studies. Since 2001 until now, teaching practices have changed due to pedagogy and the integration of technology. Kamau Bobb of Google‘s dedication to educational research advances the field. We live in an ever-changing technological society that impacts our lives at home and in our careers. With this being said, many teachers want to keep abreast of the latest pedagogical practices and technology developments, but it can be challenging due to time constraints.

As I compare and contrast the instruction I received in my undergraduate years in the College of Education at ISU vs the instruction I now give to undergraduate students in the College of Education at DePaul, a lot of the foundation is the same, but now there is a wide focus on how to integrate technology properly into the curriculum. Continue reading →

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Post Once, Reply Twice… But Why?

At some point–even prior to the start of COVID-19–most online instructors have relied on the ‘Post Once, Reply Twice’ formula for their online discussions. It is unclear where this formula originated, but like the Pot Roast Principle, there is no real reason we need to be bound by it. Discussions remain a pain point for most online instructors, so what can be done? How do we make our online discussions something students want to engage in? What alternatives exist?
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Diversity, Equity, and Inclusion in Foundational STEM courses Curated Resources and Action Items

Students watching webinar on computer, studying online.

Authors

Kyle Grice and Margaret Bell

Our faculty learning community (FLC) generated some big ideas to make STEM classrooms more equitable. Below are some big ideas to make STEM classrooms more equitable; we give a brief orientation to the concepts, with links to additional resources, and potential next steps. Of course, this is only a selection of the extensive body of work, and there is more to be done. While there are a lot of ideas within this list, the most important thing is to simply begin. Within some of these ideas are comments from your colleagues at DePaul about their experiences with implementing the ideas. While our FLC focused on STEM, these concepts could be applied to any course at DePaul. Full names of all the participants in the FLC and their contact information are at the end of the document.  

I. Spend some time in social learning and personal reflection

Big ideas: 

Meaningful and sustained change in education and academia can only come from acknowledging several key concepts: 1) Our society was built in a way that disproportionately privileges White / Male / Cis / Hetero / Able-bodied / Young / Neurotypical / Christian / High Socio-economic-status people in education, housing, employment, and health and well-being, at the implicit exclusion or explicit oppression of ‘others’. Therefore, equity, not just equality, is our responsibility in academia. 2) We all have implicit in-group biases developed from existing in our current society and, as instructors, are coming from places of power and privilege. 3) Everyone has equal and infinite potential to learn and grow, and emphasizing a growth mindset in interacting with students can be impactful. Continue reading →

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What Reality TV Taught Me About Effective Student Mentoring

During hands-on activities in the web-design classes I teach, I often ask, “What would Project Runway mentor (and national treasure) Tim Gunn do?” After all, if you’re going to take teaching tips from only one reality-TV star, it should be Tim Gunn. He was a faculty member at Parsons for a quarter century and chair of their fashion department for several years, making him one of the few reality-TV stars with a CV that would make any SoTL-loving academic swoon. 

During his tenure on Project Runway, Tim’s primary role was to serve as the contestants’ mentor and sounding board. While Tim didn’t officially evaluate contestants as a judge, mentors on other competition shows often shift more fluidly between coaching and assessment roles, much like faculty do throughout the term. On RuPaul’s Drag Race, for example, RuPaul serves as a supportive, caring mentor during consultations in the workroom. Later, he’s more distant (figuratively and literally) and authoritative when leading the judges in final critiques and contestant eliminations. Continue reading →

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Learning Theories & Cognitive Psychology in Higher Education

If you teach college students, I’m going to go out on a limb and guess that you barely have time to brush your teeth, let alone ponder how well-established learning theories and principles could improve your teaching. So, for the sake of your well-being and your oral hygiene, I’ve rounded up a few oldies but goodies and some practical tips that are relatively easy to implement. With any luck, you’ll be ready to roll out a new evidence-based teaching strategy in less time than it takes to microwave a Lean Cuisine in the faculty lounge and inhale it at your desk.

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Difficulty in Academia: Limits and Benefits

How hard is too hard? Is there an optimal failure rate for learning? Robert Wilson, Amitai Shenhav, Mark Straccia, and Jonathan Cohen would say yes.  In their 2018 study, The Eighty Five Percent Rule for Optimal Learning, the researchers set out to discover the “sweet spot” for difficulty in academia. They found that the spot where the most learning occurs –one that is not too hard so as to create frustration, but not so easy so as to not warrant doing– is a 15% failure rate.  What does this mean for students?  At its most simplistic level, it means that if you get 15% of the answers on an assessment wrong the test is at the optimal difficulty. 15% wrong? Wait that is only an 85% (or a B+), won’t that mess with my GPA (and perhaps my self-esteem)!? 

While I don’t think we can go so far as to say that an 85% is the ideal grade, I do think that we can do more to design classes that both encourage and reward failure.

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