Why I Blog
Maryellen Weimer
December 18, 2013
I recently read an article in Studies in Higher Education titled “Why Do Academics Blog?” It got me thinking about this blog and why I do it.
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I recently read an article in Studies in Higher Education titled “Why Do Academics Blog?” It got me thinking about this blog and why I do it.
I’ve started to notice a couple of consistencies in our instructional practice that concern me. First, there’s the consistency in practices across courses, regardless of level. I mentioned in a previous post that I didn’t think capstone and other upper division courses should
My second cousin will soon graduate with a degree in graphic design. Yet his heart isn’t in his major—it’s in stand-up comedy. He first majored in communications, found that “boring,” contemplated a theatre major, and finally settled on graphic design. His parents
Kant declared false the commonplace saying “That may be true in theory, but it won’t work in practice.” He acknowledged that there might be difficulties in application, but he said that if a proposition is true in theory, it must work in practice. What about
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Unfortunately, all too often performance on the first exam predicts performance throughout the course, especially for those students who do poorly on the first test. Faculty and institutions provide an array of supports for these students, including review sessions, time with tutors, more practice problems,
For the past couple of years I have been using some technologies that require setup before the class starts and have found that the setup interferes with my ability to converse with students before and after class.
A recent and excellent article that proposes a model for “building teams that learn” recommends that teachers have students develop a team charter early in their interaction. “Completing a team charter encourages team members to set goals and discuss how they will work together; it
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