What messages do our students receive from their parents, their high school teachers, their older peers, and siblings before they enter college? When I ask
I recently revisited something I’ve always considered a great resource. It originally appeared in a 1992 issue of the Teaching Professor and was published then
I’ve sat on the Curriculum Committee at two different higher education institutions. I’ve also participated in college assessment committees and accreditation committees at both the
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
Faculty are urged to turn classrooms into activity centers where lively discussion serves as an antidote to bored students zoning out of class lectures and
Recently, I worked with a research assistant to assess the efficacy of the use of smart phones and tablets in lectures. The study involved asking
“There’s just not enough time in class with students!” It’s a common faculty complaint and when students are provided quality course materials they can use
It is difficult to predict what the dynamics of a college class will be like at the beginning of a semester. Two sections of the
Inclusive teaching involves creating equitable and welcoming educational environments for the diverse learners in our classrooms. Such approaches may involve, but are not limited to:
Igniting an emotional connection to content inside the classroom can be a powerful tool for student retention, but intertwining technology and emotion in the classroom
