Right before the end of the academic year when the promise of summer stretches warmly ahead, many of us are making lists that anticipate other
There hasn’t been a lot written recently about test anxiety, but that doesn’t mean it’s no longer an issue for a significant number of students.
When teachers tell me about some new strategy or approach they’ve implemented, I usually ask how they found out about it and almost always get
It’s a feedback mechanism that’s been around for some time. Most often used during a course, students are asked to fold a sheet of paper
Donald R. Bacon, editor of the Journal of Marketing Education and notable pedagogical scholar, points out in the journal’s Editor’s Corner that perceived learning and
The process of making instructional changes has not been studied much at all—perhaps because it seems like a simple process. We discover a new idea,
Some professions offer a greater sense of closure than teaching. Take plumbing, for example. Plumbing problems are hard to miss and not always easy to
Like a lot of terms in higher education, low-stakes grading doesn’t always refer to the same thing. In some cases it means small assignments that
Students can disrupt a class—most of us have experienced that firsthand—but so can teachers. Teacher misbehaviors can also be disruptive. They can get in the
The following conceptions of feedback were offered by a group of students studying to become physical therapists. They were asked to recall a situation during
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I am a huge fan of personal narratives—those first-person, experienced-based pieces of scholarship in which faculty explore what they’ve learned from an experience (or several of them). Narratives aren’t all that popular right now. We’re preoccupied with all things evidence-based. I do heartily endorse empirical explorations of various sorts, and I recognize that a lot of experience-based scholarship didn’t used to be all that scholarly.
But a good personal narrative has a lot going for it. It provides an in-depth analysis of an experience. In the best narratives the author looks deeply at what happened, with brutal honesty. Personal narratives show how understanding why or how something happened, and what can be learned from it, has great value. Those who write them benefit tremendously, but personal narratives are equally beneficial to those of us who read them.
As readers, we get to see models of how experience can be analyzed—the questions that need to be asked, how answers must be subjected to logical analysis and verified with evidence. They encourage us by demonstrating that even negative experiences can be faced and learned from. If you’ve had a class that went poorly, discovered a policy resting on questionable assumptions, received a set of rank ratings, your personal narrative lets us as readers borrow the questions asked, the methods of analysis, and the ways of dealing with the results. We find ourselves using your methods to explore own our narratives.
Personal narratives fuse the personal and the professional, the emotional and the analytical. They touch us because emotions are a part of meaningful teaching experiences—we respond to them as humans and follow up as professors. It concerns me that the affective dimensions of teaching are so overshadowed by the rational and the intellectual. Both have a place in teaching, and the absence of one diminishes the power of the other.
And finally, good personal narratives are fun to read, and that can’t be said of a lot of scholarship. Summer and personal narratives seem made for each other. Some of my favorite narratives you’ve seen in previous posts. I’m opting here to recommend ones mentioned less often, and I’ll let the authors introduce their own work.
Delgado, T. (2015). Metaphor for teaching: Good teaching is like good sex. Teaching Theology & Religion, 18 (3), 224–232.
“I know it is unconventional to equate teaching and sex, much less good teaching and good sex. However, this teaching metaphor emerged from a real experience in the classroom that became revelatory: about the incongruence of my teaching approach to the subject matter, the assumptions I made regarding my students, and the need to examine my pedagogy regularly as a matter of practice. Here’s the story of that experience” (p. 224).
Mulnix, A. B. (2016). What my cadaver dog taught me about teaching and learning. Journal on Excellence in College Teaching, 27 (1), 5–21.
“College educators need to tell more stories about their own learning experiences, not just to their students but also to other faculty. Personal stories that describe learning are rare in my experience, yet I think they have real potential to help faculty intellectually grab hold of the new realities in teaching and learning” (p. 8).
Cohan, M. (2009). Bad apple: The social production and subsequent re-education of a bad teacher. Change Magazine, November-December, 32–36.
“I have a confession to make. I was a bad teacher. I was not mean or abusive to students, and I didn’t make capricious demands, ignore my syllabus, grade while under the influence, or test students on material I had not taught….” But a clear sign of bad teaching, Cohan says, was the way he thought about students. “They were enigmas to me, and I didn’t know how to deal with the varying levels of interest, commitment, and ability they brought to class. All I knew how to do was to expect of them what I had always expected of myself—not perfection, exactly, but something close to it” (p. 32).
Albers, C. (2009). Teaching: From disappointment to ecstasy. Teaching Sociology, 37 (July), 269–282.
“Unintended outcomes can derail the best of intentions in the classroom. Designing a new course for Honors students provided an opportunity to change my traditional teaching style. I envisioned a classroom where students enthusiastically became more self-directed learners. I was perplexed with mixed reactions from students; while some joined me and adopted the model of teaching and learning I proposed, far more than I expected resisted the change” (p. 269).
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