…become shorter and more on point. By a simple analysis of performance on past examinations, identification of trends in frequently asked questions and student course evaluations, faculty can determine areas…
…do.” “I can use it when I’m teaching X.” I think they are really saying, “This approach fits comfortably with who I am and how I teach.” We first gravitate…
…is “just right” for her. Believe or not, this notion of “just right” is meaningful to college professors as they prepare content for their classes. Neuroscience research and what we…
…done?” “What’s a good technique for getting students to realize how much they don’t know?” “My students are posting comments to the discussion board, but they’re not really having a…
…63-72. https://eric.ed.gov/?id=EJ1160035 Wahleithner, Juliet Michelsen. 2014. “The National Writing Project’s Multimodal Assessment Project: Development of a framework for thinking about multimodal composition.” Computers and Composition 31, no. 1: 79-86. https://doi.org/10.1016/j.compcom.2013.12.004…
…a marathon. Sometimes you puke.” One of the most common metaphors students rely on in my composition classroom is that of “flow.” In the first peer reviews they write for…
…is welcomed by students with busy schedules and doesn’t carry the logistical burden for faculty that community-based programs can, said Barbara Jacoby, Faculty Associate for Leadership and Community Service-Learning at…
…but I obviously needed to find a more effective way of communicating these reasons to my students. I began by recognizing that when students did come to my office to…
