Did you know that in WebAssign you can give bonus points or apply penalties automatically to discourage random guessing, encourage students to complete their work early, give partial credit for attempting questions, or give extra credit for some questions?
College is an exciting yet challenging time for many students. Trying to find the right balance between school work and an expanding social life can be tough. It is essential to develop solid time-management skills to keep everything on track. Check out our tips below for how to maintain a good work-life balance in college so you can be as successful as possible.
Dan Kimball, instructor of math, chemistry, and science at Bakersfield College, started out his career in the juice and food industry. After receiving his BS in Chemistry from Brigham Young University in 1978 and his MS in Chemistry from San Diego State University in 1980; he then went on work as an international consultant in the citrus juice processing industry. He has over 20 publications in citrus processing, including 3 books. Eventually Dan found his way to the teaching field and has taught math, chemistry, and physical science in universities, community colleges, and high school for almost 30 years. Read on to find out how Dan teaches his student to learn, by instilling in them skills that are more than just chemistry concepts.
What is your teaching philosophy?
My philosophy of teaching has expanded with my experience. I believe that learning must be fun and I tell my students at the beginning of the semester that my class will be more fun than Disneyland. Many students actually mention that it was that fun on the end of the semester questionnaire. My class must be relevant and interesting as well, something that makes the students say, “That’s cool!” I also feel a responsibility to prepare my students for future college classes and their career.
I am constantly telling them that I expect their work to be professional and look professional. I believe in letting students do the work; the more I do for them, the less they do for themselves. I give them enough knowledge and resources to work out problems themselves, which places the responsibility upon them. Instead of shoveling knowledge into their brains, I give them the shovel. Many times students fall flat on their face, but this is the way they learn. Students cannot be expected to be successful all the time. They learn mostly by failing and getting back up again and trying again. I believe in helping students whenever they ask and try to make myself both available and approachable. I love teaching and I hope to pass this passion on to my students.
We love hearing from students using WebAssign to discover how it has helped them learn course concepts and achieve better grades. This week we shine the spotlight on Megan Poole, an upcoming sophomore at East Tennessee State University , studying exercise science. Thanks for sharing your WebAssign experience with us, Megan!
I recently read the book Small Teaching: Everyday Lessons from the Science of Learning by James Lang, and can’t recommend it enough to all of you. James Lang presents a strategy for improving student learning with several small, but powerful ideas—many of which can be put into practice in a single class period. These strategies bridge the gap between research theories and the actual classroom experience.
We would like to share some important news with our readers. The following is a recent press release from Cengage announcing their acquisition of WebAssign.
Cengage, an education and technology company, today announced the acquisition of WebAssign, a leading provider of digital learning solutions for higher education. This acquisition strengthens Cengage’s position as a market leader in science, technology and math offering three unique platforms for faculty and institutions.
We are excited to announce that WebAssign has been selected as a finalist for the NC Tech Awards in two categories, Communications and E-commerce. The NC Tech Awards is North Carolina’s only statewide technology awards program, recognizing companies and individuals who have characterized excellence, innovation and leadership, presented by the North Carolina Technology Association (NCTA).
Shelly Barbay teaches chemistry at St. Amant High School in Louisiana. She and her fellow teachers have used WebAssign to teach across the chemistry, physical science, and physics classes for more than six years. Read more to see how Shelly and her colleagues use WebAssign to give students feedback and help them master concepts.
Cheating is a widespread problem in American higher education that seems to only increase as technology improves. Just this year, Ohio State University disciplined 85 students in their esteemed Doctor of Veterinary Medicine Program for sharing test answers online. In 2014, Duke University investigated more than 400 computer science students for submitting code solutions from the internet and common answers among classmates, citing cloud-based GitHub as a particular concern. Far too many universities have experienced recent cheating scandals as a result of burgeoning technology and waning adherence to honor codes—Stanford and Dartmouth in 2015, the University of Georgia in 2014, and Harvard in 2012, just to name a few.
Linda Flohr, science teacher at Glenwood Springs High School, started her career in education by teaching physics and math in the Peace Corps in 1997. She then moved on to teach in Philadelphia, and for the past 14 years has taught science in Colorado. Read on to learn more about how Linda incorporates technology in her class.