In my course, the required reading is intensive and extensive. Students must read multiple texts that range across disciplines, genres, history, and culture. The goal of this interdisciplinary course is improvement of critical reading, writing, and thinking skills. My students, like many others, live complicated
Required introductory courses—that’s how most students meet our disciplines or, as John Zipp says (he’s writing specifically about sociology), they are the “public face” of the field. Triangulating data from several sources, Zipp raises a number of questions about these first and, for most students,
In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject
“Why should we change the way we teach?” a marketing professor asked with an honest gaze and a smile that bespoke sincerity. It was early in a workshop session just after I’d introduced the idea of learner-centered teaching and explained why students should be doing
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