Too often, faculty make content coverage the focus of lesson planning. They plan their courses around the topics they need to cover, which usually leads to them motoring through information that their students are supposed to write down and retain
I’m a writing instructor in higher education. I’m also a writing specialist in a support center. I work with students from all disciplines and cultural and linguistic backgrounds where I cover the whole spectrum of writing instruction.
The evolving landscape of diversity, equity, inclusion, and belonging (DEIB) in higher education is reshaping the role of Chief Diversity Officers (CDOs) (El-Amin, 2022b).
Like birthdays, anniversaries are occasions for reflection, and as I approach the fifth anniversary of my teaching career, I find that my thoughts are drawn to the things that I did badly.
One of the persistent challenges in second language acquisition (SLA), especially within the communicative approach, is how to incorporate writing in a way that feels meaningful and beneficial to students.
As the number of universities offering fully online-only courses increases, a new set of challenges arises for students and professors.
Has teaching improved? It’s a question I’ve been putting to myself here on the backside of a long career.
Using Likert-type items in qualitative research is both common and a topic of debate among researchers.
As educators, we often fall into a trap that we know what’s best for our students. As a result, we often give them assessments (e.g. homework, activities) to hone their knowledge or skills and gauge their progress, and then we often give additional assessments to ensure they have met the learning objectives.
On a rainy April afternoon, students in the back row of my class whispered to each other as I, increasingly irritated with their disengagement, stood at the chalkboard lecturing on Death of a Salesman.
