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Learning After Teaching

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June 22, 2026 | By Jolyn Dahlvig and Robin Grebing

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I’ve been a college professor for over 40 years. As a cognitive psychologist, I’ve spent my career studying learning and memory and as a teacher, I’ve integrated my
In modern classrooms, where students have diminishing attention spans, some freeze when called upon, and others seem to unravel at the slightest sign of critical feedback, old methods
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Early in my career, I interpreted most classroom problems at face value. A disengaged student seemed unmotivated. Missing assignments looked like irresponsibility. Frustration during class activities appeared to
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Henry Wadsworth Longfellow once wrote, “Great is the art of beginning, but greater the art is of ending.” Faculty members practice this “art of ending” every semester as

“I want to cultivate the capacity for second thoughts, by which I mean the stance and the competence that makes it feasible to inquire into the obvious. This is what I call learning.”

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