As college faculty, we put tremendous pressure on ourselves to talk. We want to cover the course content and thoroughly explain our assignments. We want
My recent foray into using MP3s to teach college level English classes came out of my need to reach more of my non-traditional students. I saw a trend developing where more adults than ever were seeking a college education or even returning to college to change careers, and it only followed that I had a responsibility as an instructor to try and reach these students. It also became apparent in my classroom that I wanted to not only reach, but to retain these non-traditional students who seemed to become easily frustrated with the more traditional lecture and textbook methods.
Two of the big buzzwords in higher education are “student engagement” and “teacher effectiveness.” One way to address these intertwined issues is to improve the quality of student-teacher interactions both inside and outside the classroom.
The contribution that humor makes to student learning is well established in research. It is not that humor causes learning; rather, it helps to create
That persona we don when standing before students is what Jay Parini refers to as a “teaching mask.” “What I want to suggest here is
Donna Saulsberry was in a bind. As an associate professor of computer and information technology at Doña Ana Community College, one of her jobs is to prepare her networking students for the Microsoft® Certified Systems Engineer certification test. Having survived a Microsoft certification boot camp herself, she began instructing her students in much the same way as she was taught: lecture, practice, and multiple choice tests.
