Mayo's Clinics

Oct 19, 2017, 23:42

Mayo’s Clinics: Using Current Events in Classes

By Dr. Fred Mayo, CHE, CHT

fredmayoStudents give high marks to reporting on current events—even though it requires more work from them—and indicate they learn more as a result.

Making your subject relevant and helping students see what is happening in our industry are only two of the many reasons to use current events in your teaching. Making it a regular part of your classroom activities also keeps students reading newspapers, Web sites and industry publications and encourages them to use search engines on a regular basis.

Since I have been using current events in several of my classes, I have found that students eagerly bring current events to classes and even send me current events by e-mail if they must miss class. It has really expanded the range of activities I use in class, and I encourage you to try it if you are not already.

Mayo’s Clinics: Developing a Common Vision for Curriculum Change

By Dr. Fred Mayo, CHE, CHT

fredmayoAlthough a common vision for your curriculum takes patience, careful listening and explaining to many audiences, it can excite everyone to contribute and revitalize your program.

Several months ago, we reviewed the process of developing curriculum by identifying and involving the key stakeholders in the curriculum, and then we discussed the challenging task of getting faculty members to make changes in individual courses, especially courses that they feel strongly about or are invested in maintaining in their current focus or format. This month, we will review the larger issue of developing a sense of the goals for the curriculum and the overall vision for the new curriculum.

Mayo’s Clinics: Making Course Changes

By Dr. Fred Mayo, CHE, CHT

fredmayoThe task of departmental leaders involves educating faculty members in the need for change and in the changes to be undertaken. As part of that process, it can be helpful to try out new ideas.

Last month, we reviewed the process of developing curriculum by identifying and involving the key stakeholders in the curriculum. The next task in the process of making significant curriculum change involves developing a sense of the goals for the curriculum and the overall vision for the new curriculum. However, the most difficult task can be the third step—making changes in individual courses.

Mayo's Clinics: Curriculum Development with Stakeholders

By Dr. Fred Mayo, CHE, CHT

fredmayoThinking carefully about who should be involved in revising the curriculum will help everyone know his and her role. It is an important way to move the process forward and collect as many ideas at the beginning and consult about proposals at the end.

In the last two Clinics, we reviewed the challenges of evaluating student performance, a task that is critical for student learning. Another aspect of ensuring successful graduates involves providing the best program for them, which raises the question of how we examine our curricula and make changes to improve courses and whole programs.

In this Clinic, we will discuss overall curriculum revision; in a later one, we shall review making course changes. Having just gone through more than two years of full revision of two undergraduate degrees and three graduate degrees at NYU, I have a lot of empathy for people undertaking the task. However, it can be a creative and insightful activity, and one that makes a real difference in the quality and effectiveness of programs.

Mayo’s Clinics: Criteria and Self Assessment in Evaluating Student Work

By Dr. Fred Mayo, CHE, CHT

fredmayoMaking students responsible for assessing their own performance can yield real differences in the way you teach and impact students’ attitude toward evaluation.

Last month, we mentioned the five elements of grading including: feedback, methods, criteria, grading mix and recording; we also discussed, in some detail, the topics of feedback and methods of evaluating student work. This month, we shall focus on the criteria—the standards that are used to judge the success or lack of it in performing work or demonstrating knowledge and skills—and ways to have student practice self assessment.