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
Faculty and course developers today are being asked to implement Universal Design for Learning (UDL) into their course design, but many are not sure how to do that. AI can come to the rescue by analyzing assignments and other course content and suggesting changes to
“Zip! Zap! Zop!” my 15-year-old son cried as he wildly waved his arms. “My math teacher makes us do this exercise halfway through class. You should try it with your students.”
While higher education focuses on how to prevent AI from diminishing student learning, over the past few months a number of major AI players have released study modes focused on helping students learn. This development has the potential to close the learning gap by providing
Trauma is an invisible backpack that accompanies students into the college classroom. This backpack may carry a history of abuse, exposure to violence, racial trauma, neglect, family loss, experience as a refugee, or survival from a natural disaster. Yet we often expect students to be
We academics are lucky in many ways. Most individuals herald January 1 as a big time for resolutions, aiming to change big behaviors with the start of the New Year. When you teach, you have at least two (on the semester system), sometimes three opportunities
As he reflected on his upcoming 60th birthday, Rob LaZebnik, a writer for The Simpsons, saw his worst fear coming true: He was becoming boring. Rather than embracing the challenge and growth that comes from novel experiences, he found himself settling into the comfort of
