Be prepared and organized. Classes beginning immediately allow the instructor to cover all the material necessary in the given time and it allows the students to focus and develop a routine.

Keep students interested and motivated by finding relevance. It allows students to become more familiar and relate to a topic.

I have found that students really like to see the not so common things that happen in everyday practice. While teaching imaging class I have found that while teaching the students to critique x-rays its fun to throw some of the unusal things in with the ordinary everyday. By mixing it up and making learning fun they seem to retain the informaion better and for longer time period.

I think a variety of assessments are critical to accomodating the learning styles of the students and do not give an advantage to students who are simply better test takers.

What is a good range of "just enough and on target asssessments" for a class?

When teaching an online course it can be difficult to switch up how your content is delivered. You can accomplish this by assigning group projects or introducing different forms of technology like prerecorded messages to your class.

It is important when you meet your class to let them know right away that you are approachable and there to help and guide them through the class.

It can be hard to facilitate a class if the text your are using is not one you have choosen. If the text is dry you need to find ways to call out the key topics/learnings for the students to help them get engaged.

If you tell your students that late assignments are not accepted you need to follow your rule. As an instructor you will inevitably get a student or four that miss a homework assignment and want to turn it in late. It can be hard to tell someone that you are unable to accept their assignment even though they had some issues but it is the right thing to do.

How do you choose which material to focus on when you feel certain material is more important that other material when in reality it is all important because the material is inter-connected?

I teach a traditional class in a college that is geared to more hands on approaches toward tech and fashion. What are some ways I can get students more interested in a class that is very general a broad as far as content without having to dive too deep into the topics. The class is political science and to be honest, a class each term could be taught on each topic in poli sci.

On the first day of class, it is obvious who knows who based on who the students sit next to in class. How do you propose to use the influence that the "cliques" have on each other for good performance in the class?

I have found that a short answer quiz each week allows the business student with some factual content. At Mid-term and at the final I use an essay format to expand their thoughts after a series of short answer quizzes.

I am a big believer in CAT's after I used this technique recently.

As a professor with dyslexia, I'm particularly sensitive to the ways in which we can modify our instruction to assist students with particular learning challenges. I'm always eager to hear new strategies for helping students. I currently have two students with ADD who have difficult processes all of the requirements of the courses they're in, so for each new assignment, they read the requirements, then rephrase them back to me to be sure they understand what's required of them and ask any questions that have come up. It's helped both students complete their assignments. I'd love to hear any other ideas from instructors who've had experience working with students in this situation

Our institution requires a no jean policy along with no hats and no printed shirts. However, in my field of computer graphics a good pair of jeans and a sportcoat or nice shirt with or without print is called for. My question is , should an institution take more consideration of what the dress could in a work enviornment actualy is rather then following its own set of dress codes?

What is the best way to keep a students attention when changing to another type of teaching technique? Especially if leaving the student’s preferred type learning?

I have students who want to use laptops in the classroom. Although a good tool, I find that they navigate from the lesson and are checking email, etc. What are standard policies on electronics in the classroom, including cell phones.

The majority of the learning in my school occurs in a lab setting with students completing graded projects. We do use the classroom to cover theory and business practices. Most of the students are hands on and do not respond well to lectures so I use a white board write out important points while I'm speaking. I also use it to draw diagrams and examples to match the students' handouts. Using questioning has helped tremendously as well. After asking a question I write the various answers on the board and discuss each one with the entire class. In less than a week I have already noticed a large increase in participation.

Many designers do not test well and no matter what the format, it can be fairly unsuccessful. Essay and descriptive tests can be more effective when testing student knowledge as well as project outcomes. This is practical evidence of student learning.