course content

Breaking Free from Content “Coverage”

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 we can teach students everything they need to know about

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students need to learn is how to sort, integrate, analyze, and assess content

Too Much Content

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 still puzzles me about teaching and learning? What remains unanswered,

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An Online Course Maintenance Program that Works

An Online Course Maintenance Program that Works

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 Links break, articles become outdated, new material appears, and so on.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 as it is built. New programs are often unprepared for

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Four Horsemen of the Teaching Apocalypse

Four Horsemen of the Teaching Apocalypse

Four problems account for the lion’s share of serious teaching problems:

  1. Misalignment
  2. Expert blind spot
  3. Content overload
  4. 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

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Diversifying the Role Course Content Plays

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 pretty much agree that we try to cover too

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June 7-9, 2024 • New Orleans

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