Students benefit from taking and having a good set of notes, even though many of them don’t see the value, don’t take good notes and
I’m working my way through a 33-page review of scholarship on instructional change in Science, Technology, Engineering and Math (STEM) disciplines. The authors reviewed an
In November I had the great privilege of interviewing Parker Palmer. If you don’t know his book, The Courage to Teach, it’s one not
A line of research (done mostly in Australia and Great Britain) has been exploring what prompts students to opt for deep or surface approaches to
No, the objective isn’t to make assignments optional. But the article referenced below raises the possibility of giving students some choice over the kinds of
Required introductory courses—that’s how most students meet our disciplines or, as John Zipp says (he’s writing specifically about sociology), they are the “public face” of
I’m betting that many of you are in the midst of grading a large stack of papers, projects, or other final assignments. Too often these
At most colleges, courses are starting to wind down and that means it’s course evaluation time. It’s an activity not always eagerly anticipated by
Sometimes our understanding of deep learning isn’t all that deep. Typically, it’s defined by what it is not. It’s not memorizing only to forget
Are your students too answer oriented? Are they pretty much convinced that there’s a right answer to every question asked in class?
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