Volume XXXIX, No. 29 | November 30, 2017 Dual College Credit Means Dual Responsibility Spring semesters are enjoyable not only because of the warmer weather, but because high school students, including dual credit students, are generally excited about summer plans and graduation. However, I have also noticed that during this time my [...]
Volume XXXIX, No. 28 | November 16, 2017 Teaching an Open Mind Through Contextualization The fundamental purpose of higher education is a more complex initiative than just teaching facts. Educators should strive for students to gain the ability to self-educate, including applying what they’ve learned in personal and professional contexts. In order [...]
Volume XXXIX, No. 27 | November 9, 2017 Teaching in the "SLO" Lane The Problem Psychology is a diverse field that is always growing in knowledge and theory. Each month my intent is to share with my students the publications I read that are relevant to what they learn in the classroom [...]
Volume XXXIX, No. 26 | November 2, 2017 Flipped Assessment: Revolutionize the Metacognition in Student Learning As a student, I celebrated passing hundreds of tests in my life. Yet, if I had to take the same test three months later, I would achieve a similar or even lower test result, rarely ever [...]
Volume XXXIX, No. 25 | October 26, 2017 Going Paperless: Is This Generation Ready? Most instructors would agree that it’s important for students, in order for them to keep up with course content, to have access to required resources (e.g., textbooks) during the first week or two of the semester. After all, [...]
Volume XXXIX, No. 24 | October 19, 2017 Educating the Whole Student: Bridging the Counselor/Class Divide As college instructors, we spend a lot of time before each semester preparing the academic content for the class. The last few weeks of my summer are routinely spent updating syllabi, researching authors, reading texts, and [...]
Volume XXXIX, No. 23 | October 12, 2017 Teaching Techniques: Beyond Lectures As the dynamics of education change, so does the way students learn and respond to classroom strategies. The traditional way of teaching through lecture is no longer sufficient or effective. Today’s students prefer learning through a combination of lecture and [...]
Volume XXXIX, No. 22 | October 5, 2017 Teaching for Transfer in a First-Year Writing Course Recent work by scholars within composition studies—most notably the work of Kathleen Blake Yancey, Lianne Robertson, and Kara Taczak—suggests that the transfer of knowledge from English 101 to other courses and contexts may be possible if [...]
Volume XXXIX, No. 21 | September 28, 2017 The Place of Reading in the Freshman Composition Class Immediately before the beginning of student debates in my second semester freshman composition class, a student announced, “This is a writing class. I see no point in doing oral things like debates.” Admittedly, she was [...]
Volume XXXIX, No. 20 | September 21, 2017 As I Watch My Students Leave As I watch students leave my classroom after their final exam, it is with sadness that I realize I will never see many of them again. I have been an educator for 26 years, including as a middle [...]
