course content
Too often, faculty make content coverage the focus of lesson planning. They plan their courses around the topics they need to cover, which usually leads to them motoring through information that their students are supposed ...
Much of the discussion about the move to remote and online classes this school year has focused on the mechanics of such teaching—how to make online learning engaging, how to create community, how to use ...
Most faculty still think of “covering” as something they do to content, and most have lots to cover. I find it hard to be patient and understanding on this topic. We’re past the point where ...
Long careers provide opportunities to look back, and I found myself doing a bit of that of late. It’s not so much to reflect on what I’ve learned as what I still don’t know. What ...
One of the challenges that an online program faces is how to keep courses up-to-date. Links break, articles become outdated, new material appears, and so on. In essence, an online course starts deteriorating as soon ...
Four problems account for the lion’s share of serious teaching problems: Misalignment Expert blind spot Content overload Over-identification An overstatement? Perhaps, but over the many years we’ve worked with faculty in a wide range of disciplines, we’ve seen these ...
Peter Burkholder’s recently published piece in The History Teacher (highlighted in the October issue of The Teaching Professor) is another reminder of how much we need a different way of thinking about course content. We all ...
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