Class discussions can sometimes be described as “transient instructional events.” They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don’t take notes; and then the discussion ends—it runs out of steam or the class runs out of time….Continue Reading 9 Tips For Improving Class Discussions
As faculty, we can find ourselves in common patterns of thinking about course planning. We sometimes worry about covering the material. Often we may choose texts and materials first before considering what the intended learning outcomes are. Starting with the outcomes in mind is an important approach, but we may find that the end goal…Continue Reading Your image of the student: Where teaching begins
Even for faculty and academic staff paying careful attention to student mental health, it can be helpful to remind ourselves how things work at UP. So here is a quick primer (or, more hopefully, a reminder) about what is available through UP’s counseling services to students who seem to be struggling in our classes for…Continue Reading Who; What; Where; When; Why: A Quick Primer-Reminder on Mental Health Services for Students at UP
This post is an entry for Part III of the Mentally Healthy resource guide for UP faculty and academic staff working with students who might have mental health concerns. In Part I of this post I wrote about whether there is anything particular about student-athletes with mental health concerns compared with other students. The short answer is…Continue Reading Student Athlete Mental Health Part II: What do we do at UP?
“Telling is not teaching, and listening is not learning.” -adage If you’re finding that many students in class aren’t learning, one remedy is to make sure you’ve taught them how. Imagine being given a book to work with – before you’ve been taught to read. The book will serve well as a doorstop or…Continue Reading On Teaching Students How to Learn your Discipline