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Choose-your-own-Adventure: Final Projects

7/15/2022

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Color photo of a worn wooden arrow sign with snowy mountain in the background. Photo by Jens Johnsson, downloaded from Pexels.
Final projects are one of those things in teaching that can either be the bane of existence or the most fun thing ever. I have felt this way in previous classes, both as a student and as the instructor. I think from the instructor perspective, the thing that makes final projects the “bane of existence” is the repetition; whether it’s seeing the same topics repeatedly or wading through the same literature review paper assignment in each of your courses. To break this boredom, I came up with a “choose-your-own-adventure” format for a final project, allowing students to flex their creative muscles and take ownership of their work.
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Here are some fun ideas I came up with for a social psychology class (with help from various sources, particularly conference presenters). While these are specific to my social psychology course, they could be easily adapted for other course content: ​

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Design-A-Game with Dr. Julie Hill

9/24/2019

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Color image of Monopoly money, game pieces, and dice. Photo by Suzy Hazelwood, downloaded from Pexels.com
Today, Dr. Julie Hill shares her experience adapting an assignment she got from Ciara, Design-A-Game. Read on for more information about how Julie and Ciara use the assignment in their classes, examples, and tips for implementation! 

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Rubric Construction, Part 2

9/17/2019

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Color image of a black chalkboard with word "feedback" written in white chalk in cursive.
Late last week Jen shared this post about how she has tackled creating rubrics from scratch for her assignments. Today, I share my thoughts on how points can be allocated in your rubrics. 

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Syllabus Construction: Organization

8/22/2019

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​This year when I sat down to construct my syllabi I took on a new approach to the syllabi’s organization and headings: Q/A style.

​The intent of a syllabus is that it is a place students can find out important information about the course, and hopefully answer questions they have about the class and due dates, before asking the instructor. To help facilitate students’ ability to do this (and in part inspired by recent changes made to IRB consent forms at my university), I now label the various parts of the syllabus with particular questions a student might have about the course. 
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Journal, notes, plant, newspaper, laptop pen, clipboard, phone, glasses, cup , and portfolio neatly laid out on a desk; photo in color. Photo Credit: RawPixel.com; downloaded from Pexels.com

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Get off on the right foot, with a helping Hand from your friends at TNP!

8/19/2019

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A new school year dawns and with it, a whirlwind of course prep, in-services, and last minute advising abounds! To lend a hand, The Novice Professor has combed our archives for past posts that might provide some inspiration. Check out our list below!!!

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SOTL Digest: To Study Guide, or Not?

5/7/2019

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Color image of a student writing in a notebook, laptop, and phone. Photo by Tirachard Kumtanom from Pexels

Patrick Cushen and colleagues tackle whether or not students benefit from instructor-provided study guides, in the current issue of Teaching of Psychology (article here). In addition to being a great source for instructors in any field of study, this research is also a wonderful example of experimental SoTL research, and sparked so many research ideas I can’t wait to get off the ground!

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Online Teaching Q&A: Part 2

4/23/2019

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This is Part 2 of a post featuring answers to questions about online teaching from Guest Contributor Jason Eggerman and Novice Professor Contributor Ciara Kidder. Check out Part 1 for their takes on discussion boards and lectures/content presentation. 


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Online Teaching Q&A: Part 1

4/22/2019

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Photo description: Hands hovering over keyboard in black and white; Photo attribution: rawpixel.com retrieved from www.pexels.com
Online college courses are on the rise: 
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"In the most recent year for which full data is available, about 5.4 million students, or 25.8 percent of the college student population, took at least one online class. About 2,642,158 students – 12.5 percent of all college students – took online courses exclusively, and the other 13.3 percent of students combined online studies with traditional courses. These statistics show that online studies are gaining popularity. In 2007-2008, just 20 percent of undergraduate students took any online courses at all, and only 3.7 percent took online courses exclusively, according to the National Center for Education Statistics" (BestCollegesOnline.org). 

Anyone who is looking to be competitive on the job market or just looking to try something new, should be thinking about whether or not to teach online. Teaching online is not for everyone, but its  an important skill that will only become more in demand. To help you think about whether online teaching is for you, here are some answers from Guest Contributor Jason Eggerman, and Novice Professor Contributor, Ciara Kidder about online teaching. 

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