In 2000, Howe and Strauss identified the next big generation on the rise in colleges and universities and dubbed them the “Millennials.” Born between 1982 and 2002, these folks began arriving on our campuses in large numbers in the early 2000’s and continue to populate
The two professors who developed this assignment created it “to help us engage more directly with students about their writing.” (p. 146) Most teachers who now assign writing emphasize that it’s a process, not something a writer sits down and does all at once. As
Occasionally I read old issues of the newsletter, usually looking for something I vaguely remember. Sometimes I find it and other times I don’t, but pretty much always I stumble across something that I’ve completely forgotten that I wish I’d remembered. Case in point…
The worst time for me in a workshop or presentation are those five or 10 minutes before the start time when the faculty participants are arriving. My stomach is in knots. I’m wishing I were at home. I know I haven’t prepared enough. Somebody is
When learning is presented as a story, students are more likely to understand the material as relevant to their lives. I incorporate the person in teaching and learning, making flexible but structured space for students to consider their relationships to ideas, texts, and other people.
As college faculty, we put tremendous pressure on ourselves to talk. We want to cover the course content and thoroughly explain our assignments. We want to sound smart, share what we know, and communicate convincingly about the work of our disciplines. Our students assume we
It’s often unexpected and usually something of an affront: The teacher has devoted time and energy to preparing a new activity (or series of activities) for students. The teacher has opted to use the activities because they are consistent with what the research says about
Handing back graded work or posting grade results is not usually a favorite course event for teachers. There are always those students disappointed in their grades. Some simply look disappointed; others quickly switch from disappointment to anger. A few take it up with the teacher
Students need to be able to make decisions about learning on their own. Are there instructional behaviors teachers can use that move students in that direction? There are, and the research highlighted here offers one very practical set of teacher behaviors that increase student autonomy.
Most would agree that the classroom is a place for discourse, reflection, and learning. But whose class is it? Who’s doing the learning? The teacher or the students? We submit it’s both—teacher and students learning from each other. Too often, faculty see themselves as the
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