Academic Dishonesty and Online Education (Part 1): Understanding the Problem

Academic dishonesty has always been a challenge in the postsecondary space, but as more and more programming is moving online it’s critical to find ways to minimize its prevalence in this new environment. Read more>>


How do I help students engage productively in active learning classrooms?

Click on the link below to review the article “How do I help students engage productively in active learning classrooms?”

Great resource in promoting more active learning in your courses.

Hey higher ed, why not focus on teaching?

Stanford physics and education professor Carl Wieman won a Nobel Prize for his innovative, break-through work in quantum mechanics. Wieman has since levered the prestige and power of that prize to call attention to the need to transform undergraduate teaching, especially science education.

Click on the link below to read the full article:


55 Percent of Faculty Are Flipping the Classroom

The majority of higher education faculty today are flipping their courses or plan to in the near future, according to Campus Technology‘s 2016 Teaching with Technology survey. The survey polled faculty members across the country about their use of technology for teaching and learning, their wish lists and gripes, their view of what the future holds and more.

Fifty-five percent of the survey respondents said they are somewhere along the spectrum of flipping all or some of their courses, in which they ask their students to view videos or some other digital matter online before coming to school and then use class time for other activities, such as hands-on and team projects or discussions. Twenty-five percent intend to introduce the flipped model into their courses over the next year or are exploring that possibility.

Read more …

New classroom designs increase attendance and retention

Rolling chairs are the new lecterns

Innovative new classroom designs foster collaboration and student-centered teaching, Diane Peters reports for University Affairs.

Schools across the United States and Canada have been making the switch from traditional lecture-hall classrooms to active-learning classrooms and labs, which feature tables, desks, and chairs with wheels, white boards on all four walls of the room, and student screen projection capabilities, among other technologies meant to engage students.


In 2014, a study published in the Proceedings of the National Academy of Sciences found that average exam scores went up by 6% for students in active learning classes. Students who learned in lecture halls alone were 1.5 times more likely to fail.

Read more…


How do professors really feel about technology in the classroom?

According to Campus Technology‘s first-ever Teaching with Tech survey, instructors favor the use of technology in higher education, Dian Schaffhauser and Rhea Kelly report for the publication.

The magazine asked 524 higher ed faculty members across the country about their use of technology for teaching and learning. Instructors described their experience of technology in the following ways:

  • 88% say technology made them more effective teachers;
  • 84% say technology positively affected learning;
  • 81% reported an “extremely positive” or “mostly positive” effect on education; and
  • 77% reported technology made their jobs easier.

Read more…

Teaching Academic Integrity to Students

Below are some great resources for teaching the importance and principles of academic integrity to students.

Part 1,

Part 2,

Professors Can Learn to Be More Effective Instructors

Studies of faculty development efforts at a liberal arts college and a land-grant university suggest the programs can have an impact on student outcomes.  This article was just published today (Feb. 10, 2016) in Inside Higher Ed.  Click on the link below to view the article:

The authors conclude that their study, while limited to two institutions with specific teaching improvement goals, confirms that faculty development translates to student learning outcomes.

Discount Deadline for the Red Rock Great Teaching Retreat, February 25-27, 2016, Red Cliffs Lodge, Moab, Utah

We (CTL) have been asked to announce that the discount deadline to attend the Red Rock Great Teaching Retreat, February 25-27, 2016, Red Cliffs Lodge, Moab, Utah is January 20, 2016.  Below is more information about the conference.


If you are a teacher in a college or university, the annual Red Rock Great Teaching Retreat will provide you with an opportunity to…
engage in highly interactive, facilitated discussions with peers from different disciplines and institutions in order to stimulate a cross-fertilization of ideas to improve your own teaching; actively share your own successful teaching strategies and innovations; reflect on and seek solutions to your own persistent, unresolved teaching problems and challenges; discuss topics that you and the other participants decide are the most important and relevant for your needs at that moment; re-energize yourself in YOUR quest for great teaching.

The time-tested model of the Great Teachers Movement (founded in 1969) is based on the philosophy that well facilitated “shoptalk” is one of the highest forms of professional development. No individual “expert” can match the participating teachers’ collective knowledge, experience, wisdom, creativity, and genius. Participants themselves are the experts, helping and supporting each other in their quest for great teaching.

Dr. Gary Parnell, the Retreat Director, has 25 years of experience leading workshops, retreats, and seminars based on the GTM model. Gary is an excellent facilitator, using his sense of humor to “break the ice” in a group, getting people to engage in useful “shoptalk,” and effectively drawing all participants into a productive exchange of ideas.

Visit the Red Rock Great Teaching Retreat web site for more details and online registration; and please feel free to contact me if you have any retreat questions.

Gary and I look forward to meeting you at the beautiful Red Cliffs Lodge on the banks of the Colorado River!



Tom Cunningham, PhD
Retreat Coordinator
Phone: 435-590-6066 (if no answer, please leave a message)
Web: Highroad Professional Development, LLC

Better Explanations in the Classroom

How many explanations do you think you offer during a full week of teaching? Explanations are one of teaching’s most central activities and yet something we rarely think about, in general, or how we do them, specifically.

Faculty Focus just posted an interesting article on considering some features of clear explanations.  Check out the article: