During my third year of college, another student that many of my friends interacted with, who tutored some of us, died. While I wouldn’t call him a close friend, he was an acquaintance, and his loss was felt deeply. I remember wanting to cry, but
Instructors in face-to-face courses can roughly gauge how well students understand the material by facial expressions and audience response systems. This immediate and informal feedback enables them to adjust their teaching in real-time. But this is not the case in asynchronous courses. Students have to
This semester I am teaching an undergraduate biology course on biofeedback, self-regulation, and intergenerational resilience. One of the books we read is Robert M. Sapolsky’s Why Zebras Don’t Get Ulcers. The book’s thesis is that humans experience chronic stress in ways that animals like zebras
“When You’re Smiling (The Whole World Smiles with You),” first published in 1928 by Shay, Fischer, and Goodwin, has been recorded by many artists. My favorite is the 1929 version by Louis Armstrong. “Oh, when you smilin’, when you smilin’, the whole world smiles with
I recently met with my summer research students to discuss their project findings. During our check-in, nearly every student expressed anxiety about the upcoming semester and how worried they were about deadlines and exams and becoming overwhelmed quickly. Their unease resonated with me deeply; I
A few years ago, while reviewing a student’s feedback on one of my course evaluations, I came across a profound observation. The student described the class, like many science courses, as “stoic,” yearning for more humanity in the learning experience. It struck a chord with
The increasing prevalence of stress and overload among students in higher education continues to be a point of concern for educators, administrators, and mental health professionals alike. In this essay, I will first discuss the core elements
I spent many years managing a multimillion-dollar marketing budget for an online program and many years training faculty to be great teachers. One thing both experiences taught me is that institutions too often let marketing encroach on teaching. They do so when they create
Wanted: Faculty excited to partner with other faculty to learn with and from students. Humility, a collaborative spirit, and the ability to handle chaos and dozens of projects simultaneously is essential. Previous experience cheerleading is preferred.
Anyone that uses inquiry-based learning will chuckle at the
The academic year may be underway, but it is not too late to make our classrooms and our campuses truly inclusive and safe places for transgender and gender nonconforming students. Making meaningful change (not just talking about it) sounds like a daunting task, but at
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