By Heather Fedesco, CFT Assistant Director During the December meeting of the CFT’s student motivation journal club, we tackled the perplexing…
Student motivation journal club: The role of trust and relatedness in our classes
Written with Heather Fedesco, Ph.D. In the November meeting of the CFT’s student motivation journal club, we discussed two papers:…
Student motivation journal club: If it’s bigger than you, the boring is worth it: the power of self-transcendent motivation on menial tasks
Guest post by Faith Rovenolt, CFT undergraduate intern, and Heather Fedesco, CFT Assistant Director Unfortunately, it’s hard to avoid the…
Crowdsourcing ideas for student engagement and student challenges
One of the most persistent questions that faculty face is how to engage our students productively, both in and out…
Using expressive writing and reinterpretation of stress to deal with test anxiety: Study from Harris et al.
One of the issues that I struggle with as an instructor is test anxiety—not my own, but my students’. Every…
Student motivation journal club: Starting the year with a framework to understand motivation
Last week, my colleague Heather Fedesco and I convened the first meeting of a new, CFT-sponsored journal club on student…
Big classes, name tents, and anxiety in the classroom
Classes at my institution started last week, which means that my co-teacher and I greeted just over 150 students in…
Signal-to-noise in the classroom
I’ve been thinking a lot about signal-to-noise ratio this summer. My post-doctoral research relied heavily on mass spectrometry of complex…
Evidence Based Teaching Guides: Links to and summaries of the literature
A few years ago, the editorial board at LSE hatched the idea of “choose your own adventure” guides to literature…
Evidence-based teaching: my definition
I’ve been thinking lately about what we mean when we say “evidence-based teaching.” It’s a term I’ve used a lot…
Science teaching, science learning 