Sometimes it isn’t all that easy to see that you’ve learned something or are in the process of doing so. I have sat with many students, handed them something written early in the course and asked them to look it in light of something they’ve
Concern about how students study is widespread. Considerable research has shown that students don’t make use of strategies known to enhance exam performance, long-term retention, and other key learning indicators. The answer has been to provide student with good study resources. But as this research
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First snowflakes of the season today. Winter is settling in out here in the Pennsylvania countryside. It’s quiet, no birdsongs in the morning, few leaves left on the trees to rustle, and frost muting the crunch of those on the ground. In the woods where
There’s a new book out called Activating a Teaching-Learning Philosophy. The word “activating” caught my attention. To me that says “doing something about your teaching-learning philosophy.” Unfortunately, our current use of teaching philosophy statements doesn’t usually contain that expectation. Most often faculty prepare these statements
When I meet with faculty, I often talk about the importance of moving our conversations about teaching beyond the “tips and tricks” to the kind of thought-provoking discussions that help promote, motivate, and sustain our growth as teachers.
Why this article is worth discussing: Student
Late last summer we set the goal to liven up our discussion boards. We wanted a forum that encouraged diverse points of view, student questioning, and respectful debate. We did so by creating the gamified discussion board called Discussion Hero. Discussion Hero has students adopt
There is a wide range of apps offering free virtual reality content for educators that can be viewed with a $10 Google Cardboard Viewer, including Google Expeditions, 360 Videos on YouTube, New York Times VR, and others. Take a look at Virtual Real for Education
When students consider majoring in the humanities or social sciences, it’s only a matter of time before they hear—or are reminded—about the comparatively dim career outlook for graduates of these programs. Many students, perhaps with a parent or trusted advisor also expressing concern about the
Access can mean many different things in a classroom. For students with disabilities, access means having material, spaces, and coursework accessible for a variety of learning needs. Access can also mean recognizing the limits of time, money, and basic necessities when students come from a
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