I am a fan of articulating learning objectives or expected learning outcomes. (They are outcomes once they’ve happened. Expected outcomes or objectives when you start.) Articulating clearly what you expect students to learn as a result of taking your course can benefit students. It makes it easier … [Read more...] about On defining learning objectives
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?
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
Marking student’s work is hard for many people. Emotionally hard. This example captures how that emotion affects your work process: Grading is a very unpleasant activity; even for those of us who enjoy coming to class and engaging our students in lively discussions about the subject of the day, … [Read more...] about Thoughts on the emotional toll of grading