A senior colleague mentioned to me recently that he had spent the early part of his career overcoming the idea that “teaching is telling,” a common and pernicious misconception, especially among new teachers. The phrase refers to the belief that the key to effective teaching
At the end of a course, students complete many things. They submit final papers, deliver presentations, and take exams. We calculate grades. From a faculty perspective, the course is finished.
There’s a lot of discussion in higher education about “AI literacy” and the need to teach it but less clarity about what AI literacy really is. Once we understand what AI literacy is, we will see how and why we need to teach it.
Do a little recon when courses begin next semester. Is there an empty classroom nearby? That vacant space is pure pedagogical potential, and it’s a shame to let it sit unused. Here are five ways that I use that spare room to level up my
Think back to your first year as a college student. In September and October, you were bright-eyed and bushy-tailed, walking in with a fresh stack of notebooks, organized notes, color-coded highlighters, and every intention of being the student who stayed ahead. For the first few
Online instructors often worry that strong teaching presence requires constant availability—rapid responses, frequent check-ins, and an always-on posture that quickly leads to burnout. In asynchronous courses, especially, presence can feel like a time-intensive commitment layered on top of an already full workload.
“But time to think? If you’re not driving a hundred miles an hour, at a clip where you can’t think of anything else but the danger, then you’re playing some game or sitting in some room where you can’t argue with the four-wall televisor .
During finals week, I sit down with a stack of blank note cards, my favorite purple gel pen, and write to each student in my Principles of Managerial Accounting course.
Traditional instructor-led videos, such as introductory videos and module overviews with assignment details, can offer students valuable guidance. But these are often prerecorded for repurposing and may not align with the students’ immediate needs or any portion of the course when they need the most
As individuals, we all come from diverse backgrounds that fundamentally shape our perspectives, perceptions of others, and self-understanding. It is the aggregate of these lived experiences that forms the vantage point from which students enter our classrooms. As professors, our instructional methods and positional authority
