Can we teach curiosity?

by Peter Felten Curiosity might be bad for cats, but it is essential for human learning. As Eleanor Duckworth notes, “What you do about what you don’t know is, in the final analysis, what determines what you will know” (The…

The Undergraduate Experience

Improvement Matters

by Peter Felten This post originally appeared as a NILOA Guest Viewpoint on the National Institute for Learning Outcomes Assessment website. This Viewpoint summarizes important takeaways found in Chapter 6 of “The Undergraduate Experience: Focusing Institutions on What Matters Most”…

Tuning SoTL map of the United States

Tuning the Scholarship of Teaching and Learning

by Peter Felten Inspired by European initiatives and by calls across the United States for higher education to be more accountable for student learning, the American Historical Association has coordinated a nationwide, faculty-led project on Tuning the History Discipline in…

Elon Classroom

Is there a place for lecture in engaged learning?

A recent scholarly analysis comparing student outcomes in lecture and “active learning” courses has re-energized debates about whether lecture is an effective, or even an ethical, teaching method in higher education. In May 2014 Scott Freeman and colleagues published the…