Teaching a great online class requires more than an understanding of pedagogical strategies powered by technology. It requires a cohesive course design that enables all of our students to learn…
Online classes, by their very nature as distance learning experiences, present barriers to student engagement and learning. These barriers are a primary reason that we see low student engagement and…
“Increased domestic and global access to higher education,” writes Amy Lee in her 2017 book Teaching Interculturally: A Framework for Integrating Disciplinary Knowledge and Intercultural Development, has resulted in having…
Recently, in my first-year seminar class, I had an opportunity to re-think my use of group projects. I had set up the task perfectly, or so I thought. I’d anticipated all the typical group project challenges, designed solutions to those challenges, and convinced myself that the final group assignment would be smooth sailing. Except it wasn’t.
I’ve been thinking a lot about emotional presence in our online and face-to-face classes. There seems to be an enduring sense that emotions have no place in the lofty halls of academia. Our pursuit of knowledge should be rational, detached, unaffected by such trivialities as our emotions. But I don’t think that’s right. Our emotions are a central part of our humanity. To deny them is to deny the essence of who we are.
