Once as an English major in college, I raised my hand and asked my teacher, “Why are we studying this?” It was not immediately apparent to me how scansion—identifying patterns of […]
I am happy to share that my essay, “The State of Scholarship on Teaching Literature,” recently appeared in one of my favorite journals, Pedagogy. In this post, I want to reiterate a couple […]
Omar Ali and Nadja Cech present ‘Yes, and,’ a concept derived from improvisational theatre, as a teaching-learning methodology that supports engaged experiential learning. In this approach, the leader of the group and co-participants affirm each other and creatively build on what any and all bring to the conversation and activity at hand. The approach can enhance academic excellence by cultivating confidence, creativity, and collaboration.
Students face strong motivations to skip or skim readings. In courses where reading is integral to the intellectual work of the discipline, that severely undermines learning. How can we get students to read and read well? In this post, I share some scenarios worth pondering and a link to an article I’ve written on teaching critical, contemplative, and active reading.
All teachers should ask: Are we doing something meaningful with our lives by teaching? If not, we can find some other work to do. If so, we can remind ourselves of why.
Many students spend too little time on learning. We should help those who need it learn how to manage their time and set priorities. We should also help, but in different ways, those whose difficult life situations put “time management” out of the question.
We often hear only the pro- and anti- positions in debates about lecturing. I want to advocate a more nuanced perspective: There is no such thing as lecturing. There are many different things that get lumped together under that one term.