Faculty often use discussion strategies to engage their students and push them into higher levels of learning. But many instructors we have talked to have noticed that discussions can often feel like busywork or small talk. Providing structure is one way to elevate discussions
I had been teaching for nearly 30 years when I discovered that I had failed to instruct my students in the basics of critical thinking.
My moment of awakening occurred in a conversation with one of the best students in that year’s graduating class.
Designed as guide for faculty reading groups, this resource includes quotations from and questions about an article on a seldom-studied topic: the connection between course goals and assignments.
When I was an undergraduate, I distinctly remember my political science professor informing the class, “If you take one thing away from your education, learn how to think critically by the time you leave here.” At that point in my life, his sage wisdom went
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