Most would agree the classroom is a place for discourse, reflection, and learning. But, whose class is it? Who’s doing the learning—the teacher or the
I have taught mathematics for 38 years and am puzzled by why the analogies I was taught throughout my youth have been lost. I believe
As an instructor who has taught courses in the social sciences, humanities, and interdisciplinary fields, I’ve often considered the ways in which course readings can
Elvis (the other one … Costello) was right, “Radio, it’s a sound salvation. Radio, it’s cleaning up the nation.” Radio didn’t die, it was just
One joy of a faculty member in academia is the opportunity to train the next generation of scholars who will continue our work to innovate
1. Study the knowledge base of teaching and learning You have chosen to teach in higher education because you are a subject-matter specialist with a
The 2019 Annual Teaching Professor Conference offered numerous tactics and strategies to implement in the classroom, but Ken Alford, PhD, Brigham Young University, took a
Inclusive teaching involves creating equitable and welcoming educational environments for the diverse learners in our classrooms. Such approaches may involve, but are not limited to:
When I confront “problems of practice” in my teaching, I like to turn to my smart friends for advice. About a year ago, I was really confounded by my students’ trouble with reading for deep understanding. While I could see that the students were completing assigned readings, they weren’t always able to process the information deeply to analyze the concepts or apply the content to new situations. Since I don’t have much experience teaching reading, I turned to my colleague, Dr. Jennifer Shettel. Jen is a literacy professor and has run several tremendously successful close-reading workshops in our area. I figured she could give some advice. Our conversations prompted some pedagogical experimentation with different literacy-based strategies which Jen and I will be sharing in a preconference workshop at The Teaching Professor Conference this June.
Faculty mentorship is widely seen as an important factor in a successful undergraduate education. A recent 2018 Strada-Gallup Alumni Survey, “Mentoring College Students To Success” shows that successful faculty mentorship is critical in encouraging students to pursue their careers and dreams. Yet, only 64 percent of students had a mentor and the number is less for underrepresented groups. As faculty, how can we connect to students outside the classroom beyond merely hoping they show up to office hours?
