SAGE Musings: "Blooming" Exams and Other Summative Assessments
Jenny McFarland, Edmonds Community College
Why "Bloom"? When faculty are asked what they want students to know and be able to do at the end of a class or a program, we usually respond with high level outcomes. We want our students to understand ...

Framing Leadership in Times of Crisis
Written by Jingjing Liu and Dr. Pamela Eddy, William & Mary The global pandemic that began in 2020 caused education disruptions for learners and forced community colleges to adapt to unexpected situations. In ...

SAGE Musings: Teaching Students Metacognitive Strategies
Carol Ormand Ph.D., Carleton College
Over the past week, I've been reviewing the sets of pages written by each of the Change Agent teams, and I've been struck by just how many of you say that teaching your students about metacognition and ...

SAGE Musings: The Dunning-Kruger Effect and Metacognition
Carol Ormand Ph.D., Carleton College
The importance, and power, of teaching our students metacognitive skills is not a new idea for anyone involved in the SAGE 2YC project. Cohort 1 faculty Change Agents heard Saundra Macguire talk about this at our ...

SAGE Musings: Moving Toward a Student-Centered Classroom
Carol Ormand Ph.D., Carleton College
Students learn more in student-centered classrooms (e.g., Lawson et al., 2002; MacIsaac and Falconer, 2002). Furthermore, student-centered teaching reduces achievement gaps across student sub-populations (Teasdale ...

SAGE Musings: Shifting from Deficit Thinking to Asset Thinking
Carol Ormand Ph.D., Carleton College
Students arrive on our campuses and in our classrooms from a rich array of backgrounds, with an almost unimaginable diversity of prior experiences. This includes a wide range of what we think of as academic ...

Develop Students' Science Identity
"If students hold stereotypes that portray scientists as a different 'kind of person' than themselves, those students might conclude they are not 'science people.' This mismatch between a ...

SAGE Musings: The Power of Affirming Your Values
Carol Ormand Ph.D., Carleton College
Values affirmation is an evidence-based classroom intervention that produces remarkable results for minimal effort. When students write for just a few minutes about their most important values, those who belong to ...

SAGE Musings: Flipping Your Class
David Voorhees, Waubonsee Community College
I gave a presentation at the October 2017 Geological Society of America meeting in Seattle, on "Flipping or Flopping in a General Education Science class" in the session The Challenge of Defining Student ...

SAGE Musings: Using Bloom's Taxonomy to Boost Student Metacognition
Jenny McFarland, Edmonds Community College
The use of Bloom's taxonomy in teaching and learning can help us become more student centered, as it allows us to be more precise about what we want students to know and be able to do. There is a growing body ...