The end of a term typically brings increased stress to educators. To borrow a term used by Cross and Dillon (2023), stress often “snowballs” throughout the term and then reaches a crescendo at the end. The reasons are varied: exam grading, essay grading, submission
“Last impressions can be lasting impressions.”
—Donald Redelmeier (Lewis, 2017 p. 236)
Have you worked with students for months to create a learning community only to have the final interaction take place in a sterile room where students silently write and then
What if a student was having trouble understanding an assignment, and they asked a smart friend to help them? This person had not taken the class but was able to get the student started on the assignment or at least unpack the instructions a
Online courses are normally designed from an institutional template of common elements without reference to any particular subject matter. But this lack of context can get repetitive and boring. Faculty can instead design their courses with a theme that unifies the elements and pulls
There are more than 2,000 islands along the coast of Maine, 200 of which are in the Penobscot Bay. My island, one of the few that is publicly connected to the mainland, is a 20-minute ferry ride shore to shore. We also have a
Experiential learning is “the process whereby knowledge is created through transformation of experience” (Kolb, 1984, p. 38). The benefits of experiential learning include increasing student engagement, supporting various learning styles, and fostering the link between theory and practice.
Shifting from traditional educational approaches can
While the emergence of ChatGPT has created considerable consternation among faculty who fear students will use it to write their assignments, the positive side is that it provides a powerful tool for faculty to use in developing course content. ChatGPT
There is a conundrum in teaching. We hold a stereotype that an excellent teacher is kindly, approachable, and openly supportive of students, yet some of the best teachers I’ve had have been aloof, unapproachable, and cantankerous. Let’s take some fictional examples. In the 1970s,
My upper-level course on writing in the natural sciences was filled with technical writing or communication majors developing and honing their skills in writing, presentation, visual communication, and user experience strategies. Most had limited, if any, college-level natural sciences coursework. Students are taught to
Simulations are an opportunity for experiential learning, but faculty who use them usually adopt simulations that they created or found. An alternative is to have students create the simulation themselves as a learning activity.
What advantages do student-created simulations offer?
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