It’s all too easy to be annoyed by students’ questions, until you realize their confusion might be your fault.
Why faculty members should come up with more ambitious goals for class discussion than just getting students to talk.
It’s difficult to resist the pressures to overwork since that is often the only path to tenure.
Do you really think talking down to undergraduates makes them want to work hard in your class?
"Everything I learned as an undergraduate is out of date. The same will be true for my students in 25 years."
A former dean chronicles the challenges of returning to full-time teaching.
The more that students believe they can succeed in your course, the more motivated they will be to try.
The best way to start motivating students to do well in your course is to ask them what they want out of the class.
Let go of the fantasy that you must use every minute of a strictly planned class schedule to introduce, explain, clarify, and cover.
Whatever your discipline, you should also be teaching students how to understand, assess, evaluate, and apply information.
Every undergraduate should start and finish their education with a course tackling the "big questions of life."
Here’s how your institution can offer a better visual story of what’s happening in its classrooms.
It is precisely because students had no choice in taking a required course that we should offer them more choices within it.
The permanent departure of a faculty member, contingent or otherwise, has real implications for undergraduates.
Given their many demonstrable and potential flaws, why would we still use these instruments to gather feedback on teaching and learning?