On my way to teach, I sometimes pass the football team gathered in a darkened classroom, their faces illuminated by game footage flickering across a screen. I can’t help noticing their unwavering attention, their total absorption in the task at hand. Why can’t they be
A few years ago, I had a student (let’s call him George) whom I suspected was neurodivergent. He had many of the classically male neurodivergent traits: a propensity to explode with speech before I could finish answering a question and a tendency to get up
Maybe it’s just me, but my students seem to be reading less for their classes than they were even a few years ago. Beyond such personal musings and a lot of academic griping on this topic, there’s a dearth of recent empirical data on how
You’ve just finished a full morning of grocery shopping in a busy supermarket. After navigating packed store aisles and paying at the till, you head to your car and load up your bags.
Most faculty know that AI can create teaching material like lessons, tutors, and simulations. It can also build the tools that an instructor uses to teach. One example is an interactive rubric that lives on your computer and lets you grade and comment by clicking
More universities worldwide are offering short-term study abroad (STSA) experiences for students because they are attractive options for students. The Institute of International Education and the US Department of State collect annual data showing that short-term study abroad (STSA) programs lasting eight weeks or less
Six months ago, I became a mom, and I still feel thrilled saying that. Before motherhood, I sometimes assumed that students who needed extensions had not planned early enough or worked hard enough.
I recently presented a nationwide webinar for students on using effective study strategies. When students signed up, they had the opportunity to list a question that they wanted me to address. I collated and ranked the questions, and by far the number one question was
If you are teaching college today, you know of all the difficulties caused by ill-prepared students, disruptive students, smartphones, and so on. Over 30 years of teaching showed me that the biggest issue isn’t any of those; it is the wide range of student capabilities.
Higher education conversations about AI often begin with fear: students using it to shortcut learning or generate finished work. But we reframe the conversation. Instead of asking students to avoid AI, we ask them to use AI as a thinking partner and then show their
