…competence, and describe it as “a commitment to seeing the learning situation from a student perspective.” (p. 7) Class size does not preclude developing this commitment. Socratic—Any number of studies…
…lot of other universities and colleges, faculty may come together to talk about the administration, procedures and policies in the department, curriculum, research, or research grants, but it’s relatively rare…
…questions. Leave your door open unless you are discussing a personal issue with a student. Have a sign-up sheet on your door so students don’t have to wait. Reach out…
…(be it research in labs or bibliographic searches) may just be that example. Despite its potential, she observes that few resources exist to support efforts to assess this important professional…
…springboards for their own comments.” (p. 60) 3. Learn to hold back your own thoughts—Often the answers that students give to open-ended questions are not very good. The ideas are…
…and clarifying questions. Dispositions refer to “the willingness to engage in effortful thinking and the tendency to be open– and fair-minded in evaluating claims, yet remain skeptical of unsubstantiated claims.”…
…the expected course outcomes and/or student learning outcomes (SLOs), it’s important to have a well-thought-out course map. Course mapping, as a step in the curriculum mapping process (Jacobs, 2004), offers…
…can impede progress in their work. Depression and addictive disorders are common. Physical illness: Chronic or acute physical illnesses also are common. Chronic pain, for example, may restrict scholarly progress….
