, their responsibility ends, and the students bear the burden of figuring out how to learn from the lecture, regardless of how clearly or comprehensively the teacher presented the information.
I give many faculty workshops on how to improve teaching. Because of the faulty beliefs listed above, I know that many of the faculty who most need to hear what I say aren’t present because they don’t feel like it is important or applies to them. For teachers who hold these beliefs, teaching is often an unpleasant slog. There is a win-win situation that they are probably not aware of because they have never experienced it. When teachers support student learning effectively, both students and teachers have a much happier experience in class.
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17–40. https://doi.org/10.1080/00220485.2020.1845266
Hativa, N. (2001). Teaching for effective learning in higher education. Springer Science & Business Media.
Haught, P. A., Nardi, A. H., & Walls, R. T. (2016). Academic memories of school. American Journal of Educational Research, 4(11), 817-827. https://doi.org10.12691/education-4-11-7
Jansen, T., Meyer, J., Wigfield, A., & Möller, J. (2022). Which student and instructional variables are most strongly related to academic motivation in K–12 education? A systematic review of meta-analyses. Psychological Bulletin, 148(1–2), 1–26. https://doi.org/10.1037/bul0000354
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Stephen L. Chew, PhD, is a professor of psychology at Samford University. Trained as a cognitive psychologist, he endeavors to translate cognitive research into forms that are useful for teachers and students. He is the recipient of multiple awards for his teaching and research. Author contact: email@example.com.