Facilitating experiential learning is central to my teaching philosophy. As an instructor of application-based coursework, I continually seek ways to help students engage deeply with course material and explore practical avenues for applying it within their field of study. Research has shown that application-based and
Errors are an inevitable part of learning. But many students perceive mistakes as threats to their self-esteem, associating them with failure rather than growth. By cultivating a constructive error climate, we redefine mistakes as valuable learning tools. This involves shifting the classroom narrative from “don’t
Have you noticed what students do when they’re curious about something? A few years ago, a common response to having a question about a text (or the world, for that matter) was to “ask Google.” Nowadays the common refrain seems to be “ask ChatGPT.” When
Few roles in higher education have transformed as dramatically as that of the academic advisor. Historically, advisors were often behind-the-scenes figures signing special permission forms that students submitted and retrieved through administrative assistants, with little direct contact or guidance. Today, advising has become deeply integrated
Higher education has always looked for ways to bridge theory and practice through applied learning practices, such as internships. Simulations are also an excellent way to give students experience with real-world situations, but setting them up can take a tremendous amount of work. I found
Throughout my career, I have been deeply curious about learning: what it means, how it happens, and what facilitates or hinders it. My own trajectory, from philosophy to neuroscience and ultimately education, reflects this continuous exploration. Philosophy provided the tools for asking foundational questions about
We’ve all faced it—that moment when a meticulously planned lesson falls flat. You set the stage with clear objectives, a captivating PowerPoint, a class activity, discussion, and an in-class assignment. But during the activity, you notice blank stares and disengaged students. Then comes the dreaded
Generative AI systems like ChatGPT, Gemini, and Copilot are, at their best, a bit like the computer aboard the Enterprise in Star Trek. In the show, the crew can ask a question in ordinary language and get an answer. But the system only responds to
An old saying in teaching goes, “Good students laugh at our jokes; weak students write them down.” There is some truth there. Strong students are following our presentation well enough to distinguish between our attempts at explaining concepts and our attempts at humor. Students who
Have you ever felt excited when students generate brilliant ideas and then puzzled as to why they don’t implement them? Alternatively, have you observed students jumping into action without thinking through the parameters of an assignment, seeking feedback, reflecting on prior experiences, or applying what
