“How do I fill up four hours a week of class time?” At first, this exclamation from a first-year graduate student preparing to teach her first class seemed alien to my experienced teacher mindset. Perhaps I have long stopped thinking about how much time
I’m a professor of psychology, and I’ve taught courses in behavioral statistics and research methods my entire career. No one decides to major in psychology for the chance to take statistics and research methods. Students usually choose the major because they want to help
Assigned short papers with research and application components expose students to the analytical process of research and writing; too often, however, students turn in papers without any appropriate or reliable sources. We have noted in recent years that college students’ abilities to distinguish appropriate academic
Assigned short papers with research and application components expose students to the analytical process of research and writing; too often, however, students turn in papers without any appropriate or reliable sources. We have noted in recent years that college students’ abilities to distinguish appropriate academic
When news broke of the Margory Stoneman Douglas High School shooting on Valentine’s Day 2008, students and faculty at the small liberal arts college where I taught at the time were catapulted out of the pastoral slumber and relative safety of our tiny rural campus
The first day of class is a big deal. Just as there is only one chance at love at first sight, teachers like us only have one chance to demonstrate of each class. As Sarah Rose Cavanagh (2016) writes, “On the first few days of
Whenever a restaurant asks him for a credit card to schedule a reservation, New York Times food critic Pete Wells writes, “I hear several messages, none of them warm and fuzzy. [The practice] says that I’m not trustworthy. . . . It says that a reservation isn’t an
“I’d do things a lot differently if I just had fewer students.”
Have you ever thought or said this? This sentiment has been voiced to me over and over again by attendees in faculty development workshops and by graduate student instructors I have supervised. Truth be
I recently wrote about the need for faculty to up their game on evidence-based teaching practices. Students are coming to us with a wider range of experience and prior knowledge because of COVID disruptions to learning. Our increased use of evidence-based practices is essential to
We all do it. The semester is drawing to a close, the students are tired, we’re tired. There’s one more assignment to hand out, that major project that’s supposed to somehow capture from the entirety of students’ learning from the past semester. Back in week
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