The ending of a course is worthy of greater attention than it typically receives. Endless time and energy are expended on crafting beautiful syllabi complete with assignment descriptions, an outline of topics and readings, and due dates. We have thoroughly ritualized the start of a
Deadlines are a blessing and a curse. We need them to get things done, but they often loom and approach faster than we anticipated or desire. When we miss them, we feel guilty. Sometimes we devise elaborate methods to ensure the timely completion of tasks.
In the Oxford English Dictionary, the most fitting definition of the word light-hearted (sic)for my purposes is this one: “Characterized by cheerfulness or easiness; amusing, entertaining.” I have been teaching for nearly 34 years—more than 70 semesters, including summer classes—and for as long as I
A variety of factors can undermine performance on a test beyond lack of knowledge, such as anxiety and misinterpretations of the questions. But there are four simple things that instructors can do with their tests to minimize these confounding variables.
In higher education, student success is a widely used yet insufficiently defined concept. While some students equate success with academic performance, others view it through lenses of personal development, career preparation, or perseverance in overcoming obstacles. These varied definitions are shaped by diverse personal, environmental,
During my first few years of teaching, I made the classic mistake of adopting a “covering content” mentality. I planned my classes in terms of the topics I needed to cover and how I would motor through them. This is a sending-side perspective that views
Higher education faculty work with a wide range of adults, from first-year undergraduates to advanced graduate students to faculty colleagues and other professionals. Since learning can happen anywhere, at any time, our roles vary as mentors, facilitators, and coaches. Ultimately, our students are all considered
Teachers focus on developing students’ conscious learning and understanding of concepts, but there is a whole other dimension of mental life that teachers also influence: implicit thought and memory. Psychologists distinguish between explicit and implicit mental processes.[1] We are consciously aware of explicit processes, as
Geniuses are inherently fascinating. The notion that a lucky few have innate abilities to push the boundaries of what’s possible and rise far above us mere mortals gives hope that humankind can progress to unimaginable levels, even as it reminds most of us that we’re
While much of online learning occurs through discussion board conversations, it can be challenging for students to offer different perspectives or new responses to classmates’ posts when they are all answering the same question. Similarly, instructors may struggle to develop engaging questions.
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