The need for inspiration came up in a conversation that started with a sigh. “Yeah, the always exciting start of the academic year is over. We’re into that long, mid-course stretch, and I could sure use some inspiration.” I admire this honest admission. Many of
Why this article is worth discussing: It’s true, every class is unique and every student an individual. New content abounds; interesting bits can be added to the course. But let’s face it: a lot about teaching doesn’t change. Individually and collectively, students make the same
What made my relationship with these individuals special and rewarding? It was the human interaction marked by the personal connection that teachers can have with their students. It was the act of seeing the students regularly whether the setting was in a public school or
During my recent sabbatical, I had the unique opportunity to teach full-day sessions for 14 weeks in two different K-12 settings. Here’s how that happened. I decided to propose this unique sabbatical project because my students regularly asked me about the clinical experience phase of
Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or
I continue to worry that we devalue the affective dimensions of teaching—the emotional energy it takes to keep delivering high-quality instruction.
Most faculty are on solid ground in terms of expertise. We know and, in most cases, love our content. We don’t get tired of it—oh,
Today I had an interesting experience while teaching my biochemistry class. I had students write the Krebs cycle on their digital whiteboards while keeping track of the specific carbons in the cycle intermediates. The point of this exercise was to have students understand how biochemists
I heard someone say today that he’s been teaching for 50 years and never really thought about his teaching. “I just go in there and teach—I don’t think about it.” And here I am having spent something like 45 years thinking a lot about my
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