Teaching is an important part of your job. You are committed to doing it well. At the same time, you often resent how much time it takes.You really wish you had more time for research than you do right now. Content expertise vs pedagogy The dominant mode of thinking about teaching in higher … [Read more...] about How much teaching preparation is enough?
Teaching: a category in transition
Teaching is a big part of your academic life. However, in reviewing posts in the summer of 2015 I notice that most of what is categorized here is older and may not reflect my current approach.
Posts in this section will be edited and/or recategorized beginning in July 2015.
One of the issues that is often ignored in the criticism of post-secondary education, Morrison says, is the democratization of access and that since the Second World War, Canadian universities have seen mass participation from women, new immigrants, and lower-income families. As a result, she … [Read more...] about The frustrations of being a dedicated teacher
In the spirit of my Learned from Yoga posts, I want to draw your attention to a recent post by Aimée Morrison, Let it breathe. An excerpt gives you a flavour of the problem she addresses: When I began teaching, and for some time after, I used to try to assuage such anxieties by crowding them out … [Read more...] about Breathe
You are a good teacher. You work hard to prepare classes that will enable your students to learn. And I bet you are frequently frustrated by those who don't seem to do their part to benefit from that hard work. They don't do the readings. They don't put any effort into that small assignment you … [Read more...] about You were not a typical undergraduate student
I got into a discussion about trigger warnings on Twitter and realized that I have something to say about this. I have no answer to the question of whether they are a good thing or not in a general sense. This post is also not a commentary on what the proliferation of trigger warnings means about … [Read more...] about Discomfort, triggers, and pedagogy