So, the fall semester is about to begin and you’ve decided to try something new in one or more of your courses. Maybe it’s a
Classroom spaces (virtual or physical) are special. We tend to take them for granted, partly because spaces in general have become less differentiated. We don’t
There’s always a course students don’t want to take. Most likely it’s a required course, maybe a general education option, probably dealing with content students
Typically, when students review each other’s work, it’s a formative process. They offer feedback that ostensibly helps with production of the final product, which is
Teachers don’t always have the best attitudes about student rating results, and for reasons that are clearly understandable. Institutions often don’t evaluate teaching in the
Technology makes it easy to record and distribute lecture material presented in class. What concerns many faculty is whether having the recorded lectures available gives
I’ve been retired, as in not teaching undergraduates, for almost a decade now. I miss the students. I miss some of my colleagues. But what
Last week’s post encouraged us to reconsider what student engagement means and entails. Today I’d like to explore just some of the things teachers can
Engagement. . .it’s another one of those words that’s regularly bandied about in higher education. We talk about it like we know what it means
It takes a certain amount of courage to talk with students about course evaluation results. I’m thinking here more about formative feedback the teacher solicits
Magna Publications © 2023 All rights reserved
