Submitted by spowers2 on Aug. 26, 2021
Answer:
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When our courses demand that first-year students move beyond memory—as they should—we need to provide structured activities to support them in uncharted territory.
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Provide feedback early and often
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Pose complex, real-life problems, questions, and facilitate discussions they can relate to
- Be explicit and clarify the expectations and strategies of learning, engagement, and assessment
- Address expectations at the beginning
- Model the thinking you expect them to demonstrate
- Give students a "Things you should know from high school" quiz to assess their background knowledge
- Prepare for emotional reactions
- Teach to a variety of learning styles
- Minimize the need to memorize by setting instructional goals that target the development of core concepts and competencies such as:
- critical thinking
- problem-solving
- knowledge application
- creativity
- communication and collaboration
- leadership
- global and cross-cultural awareness
- intrapersonal skills (e.g., self-direction, motivation, and learning how to learn)
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- Resource and further information: Vanderbilt