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.
You’ve prepared a fabulous, interactive class. You’ve designed engaging activities, developed meaningful discussion questions, and cultivated an inviting atmosphere for dialogue. You ask a wonderful open-ended question, anticipating a flurry of discussion and critical thinking—only to be met with silence. Your students stare back at
My course is literally about teaching reading to young children, a challenge given that research suggests that college students complete only 20–30 percent of assigned readings, a behavior inversely related to academic performance and engagement (Kerr & Frese, 2017; Deale & Lee, 2021). Further exacerbating
Would it be weird for someone to listen to graduation speeches while she commuted, cleaned, or walked her goldendoodle? To regularly read transcripts of them, just for fun? Or to play her favorites so many times, she could almost recite them from memory?
I’m a
Faculty are increasingly using open educational resources (OER) to reduce textbook costs for students. But many faculty limit themselves to textbooks when in reality there are OER in nearly all formats, including videos, images, and complete lesson plans. Here are some of the best places
Faculty know that today’s students require different levels of support to be successful. Not all college students have experience planning a research paper, taking lecture notes, or creating a class presentation from scratch. A student’s weak executive functioning or time management skills may prohibit them
Many faculty members are focused on keeping AI out of the classroom. However, the real focus should be teaching students how to use it productively. Technology has always relieved humans of menial tasks to free them for higher-level ones. The calculator did not end the
I didn’t always offer full-throated endorsements of audiobooks in my literature courses. Maybe that’s because I’m not really an audiobook person. Call me old-fashioned, but I’ve always preferred to engage in real reading than outsource the job to some random celebrity voice actor.
If we’re to believe the conversations around higher education’s proverbial water cooler, our students are coming to us with poorly developed reading skills and are less prepared and willing to tackle college-level reading assignments than perhaps ever before. The Chronicle of Higher Education has published
An abundance of literature exists indicating that students are disengaged, unmotivated, and potentially downright bored in classes. Part of this disengagement may come from the seemingly unending essays and presentations students must complete to demonstrate their achievement of course and program learning outcomes. Incorporating fun
Magna Publications © 2024 All rights reserved