Ken Einhaus, a project manager at the Center for Applied Research Solutions, offers dos and don’ts for dealing with online learners exhibiting a variety of mental health crises.
Recorded video can be a great enhancement to an online course, offering opportunities for targeted instruction, personalized feedback, and content review.
When Annie Hough-Everage, professor of education at Brandman University, surveyed her graduate-level online students about what factors helped and hindered their learning in the online classroom, she was surprised by their teacher-centered rather than learner-centered orientation. These were adult, graduate-level students who were themselves teachers
In the fall of 2013, at the age of 56 I successfully defended my dissertation and shortly thereafter accepted a job at a regional public university where I taught three new classes. My experiences teaching confirm that even at my age, change and movement to
In Slaughterhouse-Five, the narrator explains why Ilium is a good place to be an optometrist. The General Forge and Foundry is in Ilium, and every employee is required to own a pair of safety glasses. With 68,000 employees, that “calls for a lot of lenses
10/23/2019—This article now includes an update from the author.
There is nothing quite like a Friday afternoon. The hurry-up pressures of the week come to a halt, and I can catch my breath against the wide open space of a weekend. But Fridays are special for
This particular list was compiled from the responses of more than 700 first-year college students taking courses enrolling 150 or more students. They were asked to answer this prompt: “In your opinion, what is the biggest mistake college instructors make in the classroom?” There aren’t
Faculty can learn so much about teaching from each other. The challenge is finding ways to start and sustain conversations between faculty about teaching. This is the story of how journaling became the centerpiece of an unlikely but highly impactful teaching support group involving a
When making classroom decisions, too often our main focus is the standards, learning objectives, and/or discipline competencies that must be addressed by the end of the course. Instead, we should focus on the students who sit in our classrooms and how we can best help
There are purists among us who would say that we should never lecture, but I don’t think that’s terribly realistic, and I’m still not ready to totally rule out lectures. As faculty, we bring expertise to learners and having an expert around when you
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