Creating a trust-based classroom begins with an essential mindset: students are doing their best. When we approach teaching from this perspective, we move away from
Student success is teacher success. When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed
We often hear from our colleagues that our students are not resilient, they are difficult, they seem to always have excuses, and often need us to make rather unreasonable adjustments.
Teaching is a dynamic endeavor. As instructors, we are continually looking for ways to grow and improve.
I’m a writing instructor in higher education. I’m also a writing specialist in a support center. I work with students from all disciplines and cultural and linguistic backgrounds where I cover the whole spectrum of writing instruction.
Like birthdays, anniversaries are occasions for reflection, and as I approach the fifth anniversary of my teaching career, I find that my thoughts are drawn to the things that I did badly.
As the fall semester approaches, faculty are presented with new courses, students, and ever-evolving challenges.
Marketing educators face the challenge of equipping students with practical skills that reflect current industry trends.
I recently transitioned to teaching a financial accounting course for first and second semester seniors majoring in finance.
During the spring 2024 semester, we redesigned our courses to pilot a cross-course group project involving a social sciences (SSC) course titled, “Social Justice Movements in the U.S.” (taken primarily by first and second year students as an elective) and a health sciences (HSC) course titled, “Capstone” (taken by fourth year students as a program requirement).
