Classroom spaces (virtual or physical) are special. We tend to take them for granted, partly because spaces in general have become less differentiated. We don’t do certain things in specified places like we used to. We work at home, on planes, and in various public spaces. We eat in our cars and in front of the TV. We use our devices everywhere—bathrooms, bedrooms, churches, cars, elevators, street corners, and, yes, classrooms.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Since the election of President Barack Obama, America has been pushing a false narrative of a post-racial society. The continued killings of black and brown
Prior knowledge is essential for learning because it helps us make sense of new ideas and information. But when that prior knowledge is incomplete, confused, or flawed, it can create barriers to learning. Consider the following scenarios.
As the higher education community continues to work to create a more inclusive learning environment, the needs of our gender-variant students are too often overlooked. This article outlines a few ways faculty can create an atmosphere that supports trans-identified and gender-nonconforming students.
I suspect the computer science (CS) department at Ball State University is like most CS departments; we have few females, and Black, Indigenous, People of
During semester breaks, I prepare my courses for the upcoming semester, a regular ritual for most academics. My process begins with reflecting on my formal and informal teaching evaluations and considering ways to improve the course. I add new topics and delete others. I review assignments and change them as needed. And I spend a lot of my preparation time choosing timely, thought-provoking articles to assist students in learning the course content.
Now that you’ve finished assessing your students, it’s time to turn the assessment process around by looking in the mirror. If you limped across the finish line last semester, it may be time to identify some new strategies for self-care. In our “Tending the Teacher” session at the recent Teaching Professor Conference in Washington, D.C., we presented a menu of ideas to help faculty design a balanced and productive work life. Here are our top tips:
College students are increasingly diverse in terms of race, ethnicity, gender, gender identity, sexual orientation, age, ability, religious/spiritual beliefs, immigration status, social and economic class,
More and more students are flocking to the online classroom for the convenience of earning college credits from the comfort of their home. However, many of these students are ill-prepared for the dedication and discipline needed to be successful in the online environment. Oftentimes students have misconceptions concerning the rigor of online courses, and they often underestimate the amount of time and discipline necessary to complete assignments, discussions, quizzes, and projects. Therefore, it is important for the instructor to set the tone of the course to help students succeed. So how do you help your students succeed in the online classroom?
Much has been written about creating natural critical learning environments in our classrooms, places where students feel free to pose stimulating questions and pursue interesting answers. But how much do we put students’ questions at the heart of our everyday teaching? The answer might be “not as much as we think.” A number of years ago I was frustrated by how seldom my students asked questions in class, even after I encouraged them to do so.