Supporting biology courses for non-majors involves addressing the diverse needs of students with little intrinsic motivation to study the subject. Many take these courses as
I’ve tried a few different techniques for class discussions over the years, some that I’ve written about previously in Faculty Focus. In recent years, I’ve
Ever wonder why students don’t read the syllabus, despite the time and effort we put into creating it? It serves as a contract between instructors
In undergraduate classrooms, instructors encounter a variety of students with diverse backgrounds and different personalities. Since discussion-based learning, both in-person and virtual, remains important, teachers
Eighteen students crammed themselves into a stuffy classroom assigned for my first-year seminar course on a sunny day in September. With desk tops touching and
The first five minutes of every class in higher education holds far more significance than they might initially seem. These brief moments set the stage
Creating a trust-based classroom begins with an essential mindset: students are doing their best. When we approach teaching from this perspective, we move away from
Student success is teacher success. When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed
We often hear from our colleagues that our students are not resilient, they are difficult, they seem to always have excuses, and often need us to make rather unreasonable adjustments.
Teaching is a dynamic endeavor. As instructors, we are continually looking for ways to grow and improve.