6 ways to lead meaningful class discussions in an asynchronous online forum
After a summer of discontent, some college students may not defer to authority simply because it is authority. What does that mean for college instructors?
For faculty members heading back to virtual classrooms this fall, the crisis mode of spring is over and the expectations about online professionalism are rising.
Don’t let the complexities of the fall semester amid Covid-19 overwhelm all the good things that drove you to your discipline in the first place.
How do you create online or hybrid courses with an ethos of inclusion and equity embedded throughout?
In remote teaching, it’s easy to forget that students are real people. Here’s why connecting early and often with them is vital, and how to do it.
Four reasons you should join the online-teaching movement and spend some time this summer polishing your digital skills.
A professor creates a syllabus to guide herself and other faculty members in preparing for more remote teaching this fall, amid Covid-19.
Advocacy for a fully online semester seems to own the ethical high ground right now. But at what cost to our neediest students?
Academe’s emergency shift to remote instruction has been toughest on faculty members who tended to resist digital tools. Here’s how one such “resister” coped.
No matter how much faculty members prepare for another semester of virtual instruction this fall, we will not satisfy students who made a deliberate choice to attend a physical campus.
A professor reflects on what she’s learned from the tumult of the spring semester and what she plans to do differently in the fall.
Why academics must resist the urge to use the pandemic to judge the value of online teaching.
Many faculty members are already exhausted by “live” teaching online. It’s time to embrace asynchronous instruction.
Thanks to Covid-19, a lot of us are leading virtual class discussions for the first time, and finding it’s all too easy to lose some students in the process.