“I don’t really have any diversity issues in my class because all of my students are white.”
“I have a lot of content to cover, so there’s really no time to address multiculturalism.”
Diversity, once largely centered on race and ethnicity, has evolved over the years to include a broad range of personal attributes, experiences, and backgrounds, each interlocking to create one’s social identity.
Product Notes Plus (Viet Tran) Category Note Taking Overview A feature-rich note taking, handwriting, drawing, and voice memo app that you will find yourself using
Giving your students PowerPoint slides with only text or graphics is a problem because slides, even with text and graphics on them, really do not stand alone. It’s hard to add enough context without adding tons of text to explain what’s on the slide. And, well, PowerPoint isn’t really the right media for tons of text. If you want students to do a lot of reading, you really should provide students with printed or downloadable print materials.
The elderly shop owner opposes a corporation that wants to build a plant in her town. She’s afraid that its products, similar to the ones she manufactures, will drive her out of business. At 70, it’s too late in her life to start over and, even though the corporation says it will hire locally, she doubts it will hire someone her age. Besides, after a lifetime of running her own business, she doesn’t want to work for someone else. How can she convince her fellow townspeople to rally against the corporation?
Much has been written about the course syllabus. It’s an important tool for classroom management, for setting the tone, for outlining expectations, and for meeting department and university requirements. It’s an essential document in a higher education course, but do your students read it? And if they do read it, do they see the real purpose of the course beyond the attendance policy and exam dates? Here’s one strategy that will not only encourage your students to read the syllabus, but it will also allow you to stimulate discussion, create curiosity, and assess students’ knowledge on the first day of class.
Communicating in an online environment, especially within the confines of an institution’s learning management system (LMS) and an academic budget, often poses a challenge to even the most well-intentioned instructors. Many times we find ourselves constrained not by our imaginations or abilities but by the technological tools we have at our disposal. Given the systems in which we work, how do we select the best technological tool—the best medium—to communicate a message? One framework for answering these questions is through the lens of Media Richness Theory (MRT).
Let’s see a show of hands by those who work at institutions that have developed a comprehensive risk management plan related to service learning and civic engagement. Keep your hand up if you can quickly locate a copy of that plan. And keep your hand up still if you’ve attended a formal training session regarding the risk management plan. Anyone?
Idea Sketch, as the name implies, is a way to capture ideas and organize them in some hierarchical manner — such as in a concept map or flow chart. Idea Sketch is a no frills app, rather intuitive, and best of all it is free! There is an upgrade option for $3.99 but if all I am going to get are a few more shapes, colors, and fonts, I am not sure that I would opt for a paid version. The free version, which works on the iPhone and iPad, includes a check spell option when typing but the app does not include a way to spell check the entire work when completed.
How many times have you provided feedback in the margins of students’ papers, only to find that you’re providing the very same feedback on the next set of papers? As a new faculty member, I was left dumbfounded by this experience. I couldn’t understand why my students continuously made the same errors and why my feedback did not improve their papers. I was also surprised by the number of students who requested meetings to discuss why they felt their papers warranted a higher grade. My colleagues assured me that I wasn’t alone in these experiences, but I knew there had to be alternatives to this unproductive cycle.
The article that proposes these active-learning strategies is written for faculty who teach large-enrollment biology courses. But large courses share many similarities, and strategies often work well with a variety of content. Even so, most strategies need to be adapted so that they fit well with the instructor’s style, the learning needs of the students, and the configuration of course content.
