Motivating Students
This is a required course. To many of you it looks (and may well be) unrelated to your major and your interests. If it weren’t required, you wouldn’t take it. Moreover, it may be a ...
I give students in my literature courses a lot of weird assignments: I have them make and post films about why people should read Dickens. I tell them these films should show careful analysis of ...
I decided last spring to implement a new teaching strategy: individual midterm conferences with every student enrolled in my classes. That’s approximately 75 students total. Throughout my years of teaching, I’d heard colleagues report that ...
Fresh from winter break, my students want to test my boundaries—and they should. But even as they challenge me, many of my students will also limit themselves by defining their intelligence and talents as fixed ...
Good teaching requires a special blend of the personal and the professional. Although there’s a fine line between revealing a piece of oneself to build rapport and sharing too much information, sharing past experiences—telling personal ...
Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the ...
As teaching professors, we try to change students, whether it’s a change that increases their factual knowledge, one that gives them a new way of thinking, or one that develops an important new skill. Frustration, ...
As teachers, we see value in what we assign students, but students don’t always appreciate the relevance or understand the purpose of their assignments. Required readings are a great example of this disconnect. However, when ...
“Students can critically read in a variety of ways: When they raise vital questions and problems from the text, When they gather and assess relevant information and then offer plausible interpretations of that information, When ...
Emily Gravett writes insightfully about the disconnect between instructor and student course goals. She's writing about religion courses and how academic goals, such as “analyzing the historical, cultural, linguistic, literary, political and social contexts of ...
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