Current postsecondary teaching practices may have ''dire consequences''
Queen’s University professor Joy Mighty says that common teaching practices do not adequately respond to the diverse learning needs of students.
"A lack of attention and not being sufficiently prepared for class are common concerns faculty voice about their students," says Dr. Mighty, president of the Society for Teaching and Learning in Higher Education. "However, many students would approach learning differently if more faculty were to change their teaching practices and create learning environments that engage students in deep learning processes. Indeed, the research suggests that not only are some of the traditional teaching practices contrary to almost every principle of optimal settings for student learning, but they can have dire consequences.”
Dr. Mighty is the co-editor of Taking Stock: Research on Teaching and Learning in Higher Education, a recently-released compilation of essays by internationally-renowned experts in teaching and learning. She is also a professor in the School of Business, specializing in organizational behavior, and represents Canada on the Council of the International Consortium for Educational Development (ICED).
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