September 25, 2014

Why Don’t We Teach the Telephone Book?

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I don’t get it! Every fall the new telephone book arrives, filled with lots of information and with loads of new numbers, so why don’t we design a class that covers this material? Nowhere do we teach this information. Why don’t we expect folks to study the telephone book and memorize the numbers? Grudgingly, I am forced to admit that no real justification for memorizing telephone numbers exists, as tempting as it might be for me to teach this course.

For one thing, there are just too many numbers. Back when there were only a dozen or so, it might have been possible to memorize them all—not that it would have served any existential purpose, but just as an exercise. Now there are way too many. My critics tell me the real problem is that the telephone book is pretty useful as a reference. It is well organized and easy to find a number when you need it. In fact, it turns out that most people have no interest in memorizing telephone numbers and only learn those they use regularly, although speed dial can remove even that reason. Basically, all that folks need to know is how to use a phone book.



November 1, 2013

What Makes Service-Learning Unique: Reflection and Reciprocity

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Let’s start out by defining our terms. The definition of service-learning differentiates it from volunteering and old-fashioned community service.

It is true that there are many definitions about service-learning floating around, some since the 1970s. In fact, everyone reading this probably has one. But this definition is a solid working one, succinctly covering the distinctives:



January 31, 2013

Capstone Courses Vary in Terms of Goals, Objectives, Structures and Assignments

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Capstone courses are now a requirement in many departments, programs, and college curricula. They vary across different dimensions, indicating that although their value is universally recognized, they share few common features. For starters, they are offered at various levels; at the department level for students in a particular major, at the college level, say, for students in engineering, and at the university level as a general education integrative experience.


August 7, 2012

Making the Most of Fieldwork Learning Experiences

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Fieldwork refers to any component of the curriculum that involves leaving the classroom and learning through firsthand experience. Most instructors incorporate fieldwork to help students understand theory, develop skills, integrate knowledge, build tacit knowledge, develop meaning in places, and work with peers and instructors in alternate settings.



August 30, 2011

Eight Lessons about Student Learning and What They Mean for You

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A new edition of a classic book on the curriculum suggests eight lessons from the learning literature with implications for course and curriculum planning. Any list like this tends to simplify a lot of complicated research and offer generalizations that apply most, but certainly not all, of the time. Despite these caveats, lists like this are valuable. They give busy faculty a sense of the landscape and offer principles that can guide decision making, in this case about courses and curricula.


April 26, 2011

How to Teach a Course That Leads to Certification

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The Computer Information Sciences program at ECPI College of Technology offers job oriented, “hands-on” education required to meet the needs of an ever-changing and increasingly technical society. We encourage students not only to earn their degree but also to get certified in their respective fields. The great success we achieved in getting more than 50 students Comptia Security+ certified compelled us to share our experience.