In the evolving landscape of online education, post pandemic, it has become increasingly essential to use technology to foster student engagement.
In today’s diverse and rapidly evolving media landscape—spanning traditional television broadcasts, online platforms, and increasingly influenced by artificial intelligence (AI)—the ability to critically evaluate information has become essential.
“What you appreciate appreciates” (Twist, n.d.). One of the practices I have employed in most of my classes during the past several years is “the appreciative close,” which is an offshoot of “the appreciative pause” recommended by Stephen Brookfield (Brookfield, 2015, pp.95-96).
That’s not a new finding, and it’s something most instructors already know, but it’s the size of the difference that’s often underestimated.
Too often, faculty make content coverage the focus of lesson planning. They plan their courses around the topics they need to cover, which usually leads to them motoring through information that their students are supposed to write down and retain
I’m a writing instructor in higher education. I’m also a writing specialist in a support center. I work with students from all disciplines and cultural and linguistic backgrounds where I cover the whole spectrum of writing instruction.
The evolving landscape of diversity, equity, inclusion, and belonging (DEIB) in higher education is reshaping the role of Chief Diversity Officers (CDOs) (El-Amin, 2022b).
Like birthdays, anniversaries are occasions for reflection, and as I approach the fifth anniversary of my teaching career, I find that my thoughts are drawn to the things that I did badly.
One of the persistent challenges in second language acquisition (SLA), especially within the communicative approach, is how to incorporate writing in a way that feels meaningful and beneficial to students.
As the number of universities offering fully online-only courses increases, a new set of challenges arises for students and professors.
