When Mentoring New Faculty, Don’t Ignore These Issues
…class should be part of a first conversation. They should not dominate subsequent exchanges. Early on, new teachers need to realize that real instructional issues are much more complex and…
…class should be part of a first conversation. They should not dominate subsequent exchanges. Early on, new teachers need to realize that real instructional issues are much more complex and…
…is relevant to your learning objectives and pose relevant questions? Or do you identify the learning objectives and pose questions on it? Is there a systematic way of designing problems?…
…real-time interaction adds a final layer of depth and clarity to communication and is an effective way to build community in the online classroom. Although not every student can attend…
…completed a two-part, six-week project that involved analyzing accounting practices and the financial health of real and fictitious companies. The project was worth 25 percent of their final grade. The…
…damage was done. Although an extreme case, it’s a good example of how inappropriate behavior can not only spread rapidly far beyond one’s circle of friends, but can damage a…
…with annotated examples of rhetorically effective memos and graphics …” (p. 167) Both of these articles (the one highlighted in the June/July issue and this one) are great examples of…
…collaborate for team success and communicate strategies and outcomes in a manner similar to what’s expected in the workplace. For example, to design a network, I give each student the…
…wikis to promote collaboration and communication between the students and instructor. By adding the IWC component, discussions can again be dynamic and spontaneous, spirited and engaging, because the audio and…
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