Teaching: What Students Want Instructors to Know About Responsive Teaching | Newsletters - The Chronicle of Higher Education

This week:

• I talk to students who are “pedagogical partners” on their campus, to hear their thoughts on effective teaching practices.
• I share resources on how to create student-professor partnerships on your campus.
• I alert you to two conferences on teaching.
• I point you to readings and a survey about teaching you may have missed.

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When the Student Is Your Partner I’ve written recently about the pandemic-driven teaching innovations that professors want to keep even after campus life returns to normal, as Beth McMurtrie, senior writer for The Chronicle of Higher Education reports. 

Photo: RODNAE Productions from Pexels

That includes such things as a flexible syllabus and making more of an effort to connect with students. So it was nice to hear from a reader that many of those changes are also things that students want to keep.

This particular reader, Maria Bohan, a senior at Bryn Mawr College, speaks from experience. She’s part of a program at the Pennsylvania college that connects students with faculty members to help them strengthen their teaching. The program, Students as Learners and Teachers, or SaLT, has been around since 2006, but the pandemic, along with the social-justice movements of the past year, spurred participants at Bryn Mawr and nearby Haverford College to compile recommendations for instructors on topics such as equitable assessments, antiracist pedagogy, and remote learning.

I spoke with Bohan and another SaLT participant, Hurum M. Tohfa, about what they want professors to know about the student experience, and what makes for effective teaching...

For more insights, students at Bryn Mawr, Haverford, and several other institutions with pedagogical-partnership programs put together a list of teaching practices that can make remote teaching more effective. You can find that here.

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Source: The Chronicle of Higher Education