An Evidence-based Guide to College and University Teaching Quotes

“What is the instructor doing that is helping you learn? What is the instructor doing that is not helping you learn? What are you, as a student, doing that is helping you learn? What are you, as a student, doing that is not helping you learn?”
― Aaron S. Richmond, An Evidence-based Guide to College and University Teaching: Developing the Model Teacher

“In online courses, recognize the limited access to technology and simplify technological assignments.”
― Aaron S. Richmond, An Evidence-based Guide to College and University Teaching: Developing the Model Teacher

“In the end, model JEDI teachers embrace CRT, which inevitably increases their teaching effectiveness.”
― Aaron S. Richmond, An Evidence-based Guide to College and University Teaching: Developing the Model Teacher

“Meaning, there are a handful of students who answer most of the questions and often these are NOT BIPOC students.”
― Aaron S. Richmond, An Evidence-based Guide to College and University Teaching: Developing the Model Teacher

“If someone asked you to prove that you are a good teacher, could you do it? What evidence would you provide? You could offer student evaluations, but we all know teachers whose high marks seem to relate inversely to their use of the Model Teaching Criteria.”
― Aaron S. Richmond, An Evidence-based Guide to College and University Teaching: Developing the Model Teacher

“Model teachers do not buy into the dichotomy between research and teaching. Rather, they contribute to the accumulation of knowledge about teaching through scholarship of teaching and learning. As with any type of research, scholarship of teaching and learning can be conducted in several ways. However, the key idea is that model teachers share their teaching innovations for the benefit of all.”
― Aaron S. Richmond, An Evidence-based Guide to College and University Teaching: Developing the Model Teacher

“Faced with covering a whole introductory biology textbook in his classes, Nelson (1999) decided to cut back on content and instead focus on building critical thinking skills. He gave students more examples and had them interact with the content more. He found that not only did students remember material better, but he did not end up cutting out as much content across the semester as expected. He covered less in class, but students could handle more content on their own outside of class. He argues the trade-off between teaching less content and more critical thinking is illusory (Nelson, 1999).”
― Aaron S. Richmond, An Evidence-based Guide to College and University Teaching: Developing the Model Teacher