“When are you going to run out of things to write about?” a colleague recently quipped in an email. Truth be known, I’ve wondered that myself. I do regularly revisit topics I’ve covered previously, but hopefully with new ideas and information. Surprisingly, when it’s time
Every day of the past year or so seems to echo the refrain of “unprecedented.”
It’s been a time both slow and fast, boring and frantic. I also used the time to reflect on my work as an academic and who I want to be in
This detailed article proposes a research-based conceptual model of how students learn. It identifies nine cognitive challenges that stand in the way of learning:
I’m wanting to explore teacher responses to students who, for many reasons, may be slow to learn what we teach, and those who, for other reasons, resist our teaching efforts. I am interested in those students and their responses, but for the moment I’d like
As spring 2021 approaches, emergency remote teaching has perpetuated the need to offer online courses, without time to properly design and prepare for its implementation. While some faculty members were already teaching online or hybrid courses before the pandemic, for many others, their introduction to
As fall 2020 draws to a close, the reactions to remote learning are reverberating loudly. They include not only outrage and despondency but also gratefulness and appreciation. Student surveys taking the pulse of learning experiences look very much like the evaluations of teaching we in
Dear Student,
Fall 2020 is in the books. How did it go?
Few residential students looked forward to the thought of another term of remote learning or socially distanced face-to-face classes. It is just not the same thing taking a class scattered around a large room, masked,
In last week’s column I highlighted work that proposes ways of increasing the impact of the feedback teachers provide students. Doing so requires more feedback opportunities and activities—bottom line: more work for teachers. That got me thinking about how much of what I write in
When I began teaching just about 30 years ago, the classroom norm was chalk and chalkboard. Not a computer in sight! Over the decades, I have learned to use courseware and various digital applications, augmenting my once wholly analog approach to teaching step-by-step with digital
I advise a fraternity on my campus, and in early August, several of the officers came to me concerned about how to keep students on track academically this year. Their main worry was most students’ lack of interest in a fully online educational experience. The
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