Imagine one of your students comes to your office door. It’s just before their midterm examination, and full of anxiety the student claims to have studied the wrong material. As the instructor do we have any responsibility in this situation? I believe as instructors, one of our responsibilities is to teach in a manner that promotes effective learning practices that will support a student in a cram scenario. As such, the instructor provides students with all the necessary tools to facilitate higher academic achievement. Continue reading CRAM the right way: How to improve student learning practices – Sara Ashpole
Author: sashpole
As a Teaching Assistant Developer (2008-2009), Sara Ashpole is responsible for observing teaching events for participants in the Certificate in University Teaching (CUT) program. Sara is a recent graduate of the CUT program (Summer 2008) and a doctoral candidate in the School of Planning. Sara’s research encompasses endangered species conservation planning and restoration ecology in degraded landscapes. Sara has taught as a teaching assistant at the University of Waterloo, a laboratory coordinator for the University of Guelph, and a workshop and seminar instructor for various governmental and environmental organizations.