On our way to developing a curriculum for implementable real-world projects in professional classrooms, an interesting thing happened: Generative AI became ubiquitous. This provided a
This article highlights strategies employed across varied disciplines, and at various levels, at the University of Arizona and demonstrates that a “career everywhere” approach is
The “unessay” is certainly not a new concept, but it was a Faculty Focus piece by Jodie N. Mader, “The Unessay Experiment: Moving Beyond the
The terms rigor and relevance have rocketed to the forefront of K-12 education initiatives over the past 10 years, and with good reason. Research has
As faculty teaching at a professional school, we frequently explain to our students that the activities and projects they have been assigned will give them
Regardless of one’s academic discipline or the courses that we teach, college faculty members share a responsibility to prepare our students for success in our
How often do you hear the following sentiments from students?
• “I won’t ever use anything I am learning in this class, but I have to take it to graduate.”
• “I don’t care about this class. I just need a passing grade.”
• “I can’t remember anything I learned in that class.”
Granted, not all classes cover interesting material—or at least material that’s of interest to students who may be there only to fulfill a requirement. While we can’t change what needs to be taught, we can change how we deliver it. If we make the right adjustments to our course design and teaching methodologies, we will hear less complaining in our classes. So, what can we do to achieve higher levels of student satisfaction and long-term learning that lasts far beyond the end of our class?