How We Teach

Learn about the 36 commonly used teaching practices at Bucknell.

Welcome to the "How We Teach" website, which contains information about and resources for further study of 36 commonly used college teaching practices.
If you know the practice you want to reference, you can navigate to it from "Go Direct" in the navigation bar or by using the search engine in the top right corner. If you have suggestions or additions, visit the feedback form at the bottom of the page.

About This Study

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This website is based on a 2016 study of faculty teaching primarily undergraduates at Bucknell University in Lewisburg, PA. It used mixed methods to collect descriptive data on 36 different teaching activities in order to determine quantitative differences in frequency and durations of usage, and qualitative data regarding the perceived strengths and weaknesses of each activity.

The survey was completed by 200 of the ~400 faculty at Bucknell, who were asked to focus on one single course that they had taught at least two times. Descriptive data was collected on their rank, years of teaching experience, division, size of class, and composition of the students in that class. The study was intended to serve as a snapshot of teaching practices currently in use at Bucknell, and as such, allow other faculty to review that usage, and read how the practice was being used, as well as the reasons various practices were chosen. Though it contains persuasive material and strong opinions, it is intended to be descriptive only, which is why it is named “How We Teach,” and not “How we Should Teach.” Additional resources have been attached to the practices to permit further exploration, but it is not intended to be prescriptive or directive as to what practices or pedagogies should be prioritized, which is a purely personal and contextual decision.

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Explore The Categories

Click on a category to learn more about the different pedagogies that are included.
The use of categories is for search purposes only, acknowledging the permeability and flexibility of faculty usage, and the absence of clear standards. There are multiple examples where a pedagogy could fit in multiple categories, so we have tried to place it in its primary category.
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Learner-Centered image
Teaching-Centered image
Group-Centered image
Writing-Centered image
Problem-Centered image
Technology-Centered image
Assessment-Centered image
Inclusivity-Centered image
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