The Power of Risk-Taking: Why Faculty Should Learn and Use Research-Based Teaching Practices

Christine Harrington -
Share on FacebookTweet about this on TwitterShare on LinkedInEmail this to someone

Change is never easy, so it’s natural for educators to feel some reluctance about implementing a new teaching practice. “It requires a willingness to take risks, careful planning, and a commitment to student learning,” explains Christine Harrington, executive director of the New Jersey Center for Student Success.

Just as important, Harrington adds, is that faculty know the research behind the practice so that they can give students the rationale for why they’re using a particular approach. “It adds credibility to what you’re doing in the classroom.”

Harrington spoke to ACUE during last month’s Lilly Conference in Bethesda, Maryland, where she was a plenary speaker. A recognized expert and writer, Harrington is author of Student Success in College: Doing What Works! and has also coauthored with Todd Zakrajsek Dynamic Lecturing: Research-Based Strategies to Enhance Lecture Effectiveness. In this interview, Harrington shares advice for how faculty can collaborate with both colleagues and their own students to effectively implement evidence-based practices.

Why did you begin using research-based student success practices?

When I first started teaching, I taught based on what I knew. I took what I like to call an advice-based approach. Many faculty are mostly communicating what they did as students and what worked for them, or they’re pulling from what their friends and family have experienced.

When you look at the research behind teaching practices, a couple things happen: First, it gives credibility to what you’re doing in the classroom, especially when you give students the rationale for why you’re using this approach. Second, it works. It’s more effective.

For example, while attending a student success workshop, one of the presenters said, “When you’re giving a test, take students’ pencils and rip the erasers off, so they can’t change their answers.” When I looked at the literature, there was no research backing up that statement. It says exactly the opposite: Research by DiMilia (2007) and Shatz & Best (1987) shows that you’re more likely to change your answer from wrong to right than from right to wrong.

So sometimes we’re actually giving incorrect information to students or using approaches that are not necessarily effective. By reviewing the research, you can feel more confident in the approaches you’re using.

What advice do you give faculty who want to implement research-based methods that are new to them—but are hesitant to do so?

We have to model risk-taking in the classroom. We ask our students to take risks all the time, and we have a lot more confidence than they do, because we’ve been teaching for a long time. Change can be challenging. We have to push ourselves.

The first step may be to work with your teaching and learning center, if you have one on your campus, so you can intentionally talk through how to best integrate a teaching strategy.

They can sit down with you, help you plan, determine the best conditions for the strategy, how to set it up, and what you need to do to prep the students for it. For example, I once had a colleague try a think-pair-share activity after attending one of my workshops. She came back and said, “I went in, I tried it, and it didn’t work.” I asked to hear a little more about what she did. My colleague said she tried it for the first time mid-semester, and all of the sudden said, “Turn and talk.” Students didn’t know what to do, because she didn’t set the stage.

I would also encourage faculty members to work with other colleagues to observe and give each other feedback in a non-evaluative and collegial way. That can be really powerful, especially when trying something new.

In addition to getting feedback from colleagues, how do you involve students when you’re trying something new? How do you check to make sure the learning you intend is taking place? 

Reflection is a great activity that can often demonstrate that students are really learning—but it needs to be a cognitive task for students. You want to make sure that students are prepared to reflect, you’ve prepped them, and you’re not just saying, “Go be metacognitive. Good luck with that.”

I sometimes say to students, “We’re going to try a new strategy. Here’s what it is. And I’m going to ask you for your feedback on whether it works or not.” Sometimes the initial feedback is, “This feels uncomfortable. I’d rather just sit here and listen.” But then they reflect on it and discover that it was pretty powerful.

You want to structure the questions and scaffold them along the way. You want to help students see how their own reflection on a topic promotes deeper learning. And you want to share with your students the rationale on why they are doing the activity, whether in writing or verbally in groups, so they know it’s not “busy work.” I often share actual research on the topics I’m talking about so students can understand why this is so important. I want students to know that I’m not asking them to write for the sake of writing, but that the type of writing I am assigning leads to increased learning.

What do you tell faculty who say their primary responsibility is to deliver content and that they shouldn’t be concerned with researching teaching practices or teaching student success strategies?

I ask, “How successful have you been with that?” If your strategies are working, then great. But if students aren’t mastering the content, then that is an indicator that you need do something differently.

Using effective pedagogical practices can help increase student learning. Expertise in the discipline and in teaching approaches both matter. One interesting study conducted by Ruhl, Hughes, and Schloss (1987) shows how teaching less can increase learning. In this study, the instructor does not talk for six minutes of the class period and instead asks students to share and compare their notes during three two-minute pauses. Results indicated that this approach led to increased learning because the pauses give students time to process. Helping faculty see the research behind these teaching practices has a major impact.

What teaching practices do you use to empower students who don’t feel capable of learning—or mastering—the content in your course or discipline?

My favorite answer to that question comes from Carol Dweck, who talks about the power of “yet.” When students say, “I can’t do that,” you say, “You mean, you can’t do that yet.”

Think about the hope that instills, to say to the student, “You’re saying you can’t do math now, today, at this moment. All right. But if you’re saying you can’t do math ever? Sorry, not buying it. That’s why you are here—to learn.”

I tell students there are a lot of other people who have said the same thing and discovered they could do it. We can instill hope by sharing our own stories and the success stories of others who are like them. I even put them on the hunt to go find these stories. I say, “I want you to go find someone else who felt the same way you do right now and passed the math class. Maybe even majored in math? Or uses math regularly?” It’s amazing how easy it is to find those folks, and how willing these people are to share their experiences. These stories are so powerful.

What are some of the ways that you and your colleagues have communicated to students the research basis of your teaching methods? Share your stories and insights in the comments section!

Share on FacebookTweet about this on TwitterShare on LinkedInEmail this to someone

5 thoughts on “The Power of Risk-Taking: Why Faculty Should Learn and Use Research-Based Teaching Practices”

  1. Thank you for this great article. I need to remember that it’s important to check the research behind different instructional strategies for two reasons. First of all, class time is precious (and so is my planning time!) and I want to make sure I’m using both wisely. I should be thinking, “Is this instructional change something that is going to yield better results? Will it be more engaging to my students, will it help them learn more efficiently and effectively?”

    Secondly, I want to make sure I am implementing the technique in the way that it was intended to be implemented.

    As I’m planning for fall classes, this is a great reminder to be willing to step out there, learn a few new techniques and try something new!

  2. I find being very transparent with students about why I am choosing to use a particular instructional strategy is very helpful. Students seem to really appreciate my openness and appear to be more willing to work with me, especially when I mention that I’m doing it for the first time. They are also more than willing to give me feedback on how to improve it for next time. Showing students that you are willing to take risks, get feedback, improve on your skill set, provides a great example of a growth mindset.

    I remember one time in particular, I was trying a new discussion technique and it really wasn’t going well at all. I stopped the class and described what was happening and what I had wanted to happen. My students gave some great suggestions, we made some adjustments and the rest of the class went great. At the end of the semester many of them mentioned that day and how much they learned.

  3. Awesome post here!

    I would also encourage faculty members to be open to assessing the effectiveness of the research-based techniques they try in their classrooms and making adjustments along the way.

    After trying a technique, educators should ask themselves “How well did this technique further course goals? What changes should I make the next time I try this technique? Is there a different technique I should try the next time I teach this topic?”

    To be entirely clear, this does not have to be a formal event; create for yourself a checklist and post it in your workspace, so upon the conclusion of a class session, you can effortlessly evaluate the technique, or even mentally reflect as you walk across campus. Or better yet, discuss with colleagues (or with your teaching and learning center as the article suggests!) your experience with the technique.

    Before you know it, the classroom will completely transform before your (and your students’) eyes!

  4. In the beginning of the semester (first few weeks, especially) I try to say aloud “So why are we doing this?” I tend to give more direct instruction, but I’ll stop every 10 minutes or so and have students get involved by answering a clicker question of a problem they just learned how to do or sharing a partially completed worked example and having them finish it off in pairs. After I give the instruction for what we’re doing I say out loud “So why are we doing this?” And I’ll say something like “Well, research has shown that when you engage students in the process they learn more….” or “Working in partners has been shown to…” or “Worked examples do X, Y, and Z for learners.” I think showing students that respect makes them want to be in class more because they don’t see the activities as fruitless. And I think it helps students be motivated and believe they can perform well because these strategies have been proven to help other students like them. This is also a reason why I try to select examples that are relevant to students. Overall, I think it’s about empowering students to do better and to do more and I think sharing the research is a step in the right direction.

  5. Love reading this article from a fellow NJ educator!! This makes me think: How can I ask my students to take risks in their writing–move beyond the five-paragraph essay, challenge themselves to find peer-reviewed articles, etc.–and not be willing to take risks myself? I think Harrington really nails this part about modeling risk-taking.

    As for the question, how do I communicate to my students the research basis of my teaching methods? Since I was in grad school, it was drilled into me that you need to tell students WHY you’re doing something, and that’s become so ingrained in my practice. Every time we do a new activity, assignment, etc., I tell students about why it is valuable. When we do group work, I speak to the research behind active learning. When I’ve had them do a performance prognosis inventory, I’ve shared with them information from Saundra McGuire. I definitely think doing this increases buy-in, since students think you are being intentional rather than just “winging it.” That’s important.

    Thanks for this great read!

Leave a Reply

Your email address will not be published.