TEP logocritical thinking « Teaching Effectiveness Program

Serious Play: Reacting to the Past at the UO

Interested, Immersed, and Invigorated: A TEP Consultant Tries Nation-building I received my packet of materials for the Reacting to the Past (RTTP) “conference” at the beginning of a busy week in October. Initially I was a bit daunted by the size of my pre-conference packet–it was a good 168 pages, not including the table of contents […]

Getting Students to Think Critically

As part of my job here in the Teaching Effectiveness Program, I help facilitate the Science Literacy Teaching Journal Club in partnership with the University of Oregon’s Science Literacy Program (SLP).  The SLP’s goal is to improve the general population’s science literacy by specifically addressing the topic in a variety of 100-level science courses.  In […]

Plagiarism: Strategies for Prevention

This is part two of a two-part article. In part one, I presented a brief overview of the problem. This week I discuss a few potential strategies for preventing plagiarism. As noted in part one, statements about academic misconduct on course syllabi are not very effective in preventing plagiarism.  In effect, they function like an End-User […]

Learning and Metacognition

A primary goal of university teaching is to help students learn how to engage with the content around which courses, degrees, and entire disciplines or fields of inquiry are organized. To “pass” a course, “earn” a degree, or “gain entry” into a community of scholars, students must demonstrate a certain level of mastery of knowledge […]

Thinking Beyond the ‘Two Cultures’

At a recent conference on student learning outcomes and assessment, I sat at a table with some professors of natural science who were lamenting the lack of appreciation for scientific knowledge in higher education and society at large.  As an example, one observed that at a cocktail party consisting of scholars, no one would be […]