Group items tagged

«It doesn't seem surprising that someone who can set goals, visualize paths to achieve them, and summon the motivation to start down those paths would be more likely to succeed than someone who can't do those things. But measuring the potential effect of those characteristics - which together compose the characteristic of "hope" - is starting to become more clear. A growing (but still small) body of research is finding that students with high levels of hope get better grades and graduate at higher rates than those with lower levels, and that the presence of hope in a student is a better predictor of grades and class ranking than standardized test scores.

« En juin dernier, le Portail du soutien à la pédagogie universitaire du réseau de l'Université du Québec a mis en ligne et rendu ainsi accessible à tous une présentation PPT, Planifier et organiser ses cours, destinée aux conseillers pédagogiques ayant à former des enseignants sur les moyens et l'importance de planifier chaque leçon. »

«The June-July issue of The Teaching Professor newsletter highlights a study in which MBA students were given weighting choices and doing so increased their interest in the course and in taking subsequent courses, as compared with MBA students not given a choice. It would seem sensible to assume that "interest" in a course means more time devoted to study and that should result in more learning. However, in this particular study, the grades of students with choice about assignment weights were virtually identical to the grades of those students without the choice. »

«Geoscience assistant professor Anne Egger took a class as an undergraduate at Yale University that examined how pure science connects to society. Not only did the class draw her in more dramatically than other classes had, it helped determine how she would engage future generations of students. [...] A course module she created, entitled Seismicity and Relative Risk, introduces students to real scientific data from the United States Geological Survey (USGS) and asks them to consider questions in which they have personal interest. Because of its effectiveness at bringing students into the world of real science and leading them to formulate questions stemming from their own curiosity, Egger's module has won the Science Prize for Inquiry-Based Instruction (IBI).