For years, an undergraduate geography lesson in a history of religion course centered on Jerusalem posed the same challenge: How can you give students a feel for the actual city? Students recognized that three major religions share sacred ground within the same square mile, but
AI tools are major time-savers and have helped me overcome those tedious or creatively challenging parts of instructional planning. AI tools can assist educators with discussion prompts, course projects, rubric generation, and career-focused assessments. AI can take some of the heavy lifting off your plate,
Students often enter a new course with some degree of trepidation wondering whether they belong (Wilson & Wilson, 2007). During the first few weeks of the semester, classrooms can feel intimidating as students learn names, establish routines, and determine whether their instructors see them as
As we gear up for a new semester, how can we ensure our planned collaborative activities and related student teamwork will actually work? A high-impact practice, collaboration deepens student learning and helps cultivate the kind of relevant professional competencies, like critical thinking and collaborative problem-solving,
When instructors sit down to write their syllabi before the semester, one challenge they face is how to communicate to students the skills and habits they need to succeed. Syllabi primarily outline course policies, learning objectives, and assignments, which means they typically focus less on
Just as collaboration strengthens the quality and rigor of our research, it can also strengthen the quality and rigor of our teaching in the development of course materials. Most of us would never hesitate to share data within our research collaborations, so why do we
As July fades into August, faculty across the country gear up for the fall semester. We have spent our summer resting and relaxing, reading, and mentally preparing to welcome a new cohort of students into our classrooms. This is about the time when we scan
Our students do not need yet another reverent speech about literature’s profound importance, especially from English professors like me. They need examples, models of what people actually do with books.
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 they conclude the courses they teach. Like the finish line of a race, the last day of
Curricula evolve. Disciplines shift. Programs respond to changing professional expectations and emerging competencies. In higher education, we give much attention to launching new courses and revising degree requirements. Far less attention is given to the other side of the process: how to conclude a course
