The goal of a liberal arts education at the college level is to imbue students with a broad education that allows them to think critically, communicate clearly, and problem-solve from various perspectives. As part of the foundation of their liberal arts education, students take courses
I didn’t always offer full-throated endorsements of audiobooks in my literature courses. Maybe that’s because I’m not really an audiobook person. Call me old-fashioned, but I’ve always preferred to engage in real reading than outsource the job to some random celebrity voice actor.
If we’re to believe the conversations around higher education’s proverbial water cooler, our students are coming to us with poorly developed reading skills and are less prepared and willing to tackle college-level reading assignments than perhaps ever before. The Chronicle of Higher Education has published
The Hyflex teaching model has been a polarizing concept since Brian Beatty introduced it at San Francisco State University. On the one hand, it offers students the flexibility to attend class in person or at a distance. On the other, many instructors who have tried
We often think of learning in individualistic terms. The student cognizes in their brain and performs some solitary task to demonstrate learning. For this work, they receive an individual assessment. These assumptions and practices are common regardless of how student-centered the teacher is (Barr &
An abundance of literature exists indicating that students are disengaged, unmotivated, and potentially downright bored in classes. Part of this disengagement may come from the seemingly unending essays and presentations students must complete to demonstrate their achievement of course and program learning outcomes. Incorporating fun
As a new semester dawns, professors often grapple with a crucial question: How should we best use that precious first day of class? The options seem endless, and the pressure is immense. Should we dive straight into the material, set the tone for class etiquette,
There can be a certain inertia to teaching online, especially asynchronously. You and your students never see each other, don’t feel very connected, and by the middle of the semester may have unintentionally begun a slow slide toward phoning it in.
“Who’s ready to read some poetry?”
My voice echoed off the beige walls, an octave too enthusiastic. None of my students so much as stirred in response: not a blink, not a fidget, not so much as an at-least-she’s-trying smile.
In Shakespeare’s Macbeth, there is a scene that is sometimes deleted from productions, and the change in the audience’s behavior according to whether it is there or not can be noteworthy. At the beginning of Act 2, Scene 3, comes what is known as “The
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