I’ve been especially appreciative of my colleagues this week and there are lots of reasons why.
There’s no question that the climate for teaching at an institution has a direct impact on teaching at that institution, especially when it come to the value placed on teaching. It also influences the motivation to keep working on teaching. But what exactly makes up
Pete Burkholder, a history professor at Fairleigh Dickinson University, is writing a series of columns for a website on teaching US history. He doesn’t teach US history, having only taken a course on it in high school. So it’s not surprising that his first column
Teacher power has to do with the ability to influence student behaviors and, ultimately, what they learn and how much. My colleagues and I often lament that it is more difficult to influence student behaviors than it used to be. Much of what we know
A recent issue of the journal Issues in Accounting Education published teaching statements written by the 2016 winners of the Cook Prize, a national prize that recognizes superior teaching in accounting. Part of the statement, written by Billie M. Cunningham, who teaches accounting at the
Even though metaphors for teaching abound, there’s always room for another, and Kim Paffenroth presents a novel one—Glinda, the Good Witch of the North in The Wizard of Oz. He starts by ruling out the other characters in this much-loved tale. Dorothy is the student
How did you learn how to teach? By trying to teach like those who taught you? Through trial and error? By looking for feedback on course evaluations? As an experienced educator, what methods do you now rely to continue your growth as a teacher? Do
Interest in those teacher characteristics that make instruction effective is long-standing. Since the 1930s, we’ve been asking students, faculty, alums, and administrators to identify the ingredients or components of effective instruction, and the same or similar characteristics are named with some regularity. The assumption has
Master teacher. The idea is a bit of a misnomer. It sounds intimidating. It suggests a long, protracted process—maybe even an elite status. But that’s not what it is at all.
There are no years of required experience. No official credentials. Rather, it is far
I continue to worry that we devalue the affective dimensions of teaching—the emotional energy it takes to keep delivering high-quality instruction.
Most faculty are on solid ground in terms of expertise. We know and, in most cases, love our content. We don’t get tired of
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