It all started with a yellow bird: the American Goldfinch. After seeing a steady stream of Northern Cardinals flit in and out of my backyard for the last couple years, it was exciting to see a bird this vibrant. Within a couple weeks, I put up some new bird feeders, and even got a new pair of binoculars for my birthday. Continue reading
After a particularly rough term in high school, my mom tried to comfort me by saying, “When you fail, you learn more.” I replied, “Then I must be a genius!” Cheeky, yes—but she wasn’t wrong. In fact, research shows that productive failure plays a vital role in how we learn. In the classroom, however, the fear of failure often prevents students from taking risks, asking questions, or engaging deeply, especially in higher education, where grades and perfection are prized. So, how can we shift this narrative and build a classroom culture where failure is seen not as defeat, but as a powerful learning tool? Continue reading
In his book The Nineties, Chuck Klosterman sets the stage for his analysis of the 1990s by setting up how generations tend to view each other, a theme he’s built on across many of his essay collections:
“Younger generations despise older generations for creating a world they must inhabit unwillingly, an impossible accusation to rebuff. Older generations despise new generations for multiple reasons, although most are assorted iterations of two: They perceive the updated versions of themselves as either softer or lazier (or both). These categorizations tend to be accurate. But that’s positive. That’s progress. If a society improves, the experience of growing up in that society should be less taxing and more comfortable; if technology advances and efficiency increases, emerging generations should rationally expect to work less. If new kids aren’t soft and lazy, something has gone wrong.”
When my son Grant started college over a year ago, I asked him how he chose his classes. The eighteen-year-old computer science freshman explained that he looked at course syllabi and checked student reviews on RateMyProfessor. When there were multiple sections of a beginner-level computer science class available, he opted for the one with a stricter attendance policy.
Really? I was taken aback. Wasn’t it established by research that mandatory attendance policies make students “lose their sense of control,” leading them to feel negative about their decision to attend college? (St. Claire, 1999). Wasn’t this the same boy who once told me, “Mom, the more you ask me to do something, the less I want to do it”? Continue reading
While I’ve always valued Beth McMurtrie’s recommendations for teaching and learning in the Chronicle of Higher Education, this past year, McMurtrie’s newsletters have seemed to perfectly correspond with the challenges in my first-year writing classes. McMurtrie’s recent tips focus on strategies engaging Gen Z, and include suggestions for fostering classroom community, increasing participation, rethinking reading assignments, and supporting student success.
These are some of the things I’m taking from McMurtrie’s year of reporting and analysis as I reset and plan for 2025. Continue reading
In higher education, the role of faculty often oscillates between research and teaching responsibilities. However, while the title of “professor” carries prestige and expertise in a subject, the act of teaching requires a distinct set of skills rooted in pedagogy, communication, and student engagement. Transitioning from being a professor to a teacher involves understanding the principles of how students learn, a shift that can be actively supported by faculty training programs. Continue reading
As instructors, we know the importance of feedback and checking for students’ understanding of course material. However, we often rely on traditional methods of assessment, like essays and exams. These methods are effective but don’t always allow for timely and constructive feedback. Giving feedback to students in real time helps them identify areas for improvement, deepen their understanding of course material, and develop essential critical thinking skills. Below I’ve shared some strategies to solidify your students’ knowledge prior to a high-stakes assessment. Continue reading
As someone deeply rooted in the intersection of game design and pedagogy, I’m always on the lookout for ways to engage students through games and play. “Tabletop game” can mean a lot of things, but at the most basic they’re exactly what they sound like– games you play on a table. The most common examples of tabletop games are poker games and tabletop roleplaying games (TTRPGs) like Dungeons & Dragons. If you also want to play other games like mahjong, then you may check out mahjong slot here. You may also check out online gambling platforms like 918kiss if you’re looking for exciting prizes. You may also play situs slot games to help you relax and de-stress.
Whether they’re used to build social familiarity, develop communication skills, enhance critical thinking, or simply break traditional lectures’ monotony, tabletop games have carved out a niche as powerful educational tools. Continue reading
Sometimes, serendipity plays a remarkable role in our professional journeys. After years of championing Universal Design for Learning (UDL), offering one-off workshops, and engaging in accessibility initiatives for our courses, the perfect opportunity can unexpectedly fall into your lap through unforeseen partnerships. This was precisely the case with our recent faculty development program on Inclusive and Accessible Course Design. Although I had been advocating for UDL for years, it was a conversation between a member of our Center for Teaching & Learning and the Associate Provost for Diversity, Equity, and Inclusion (DEI) that actually led to the creation of this program.
Have you ever pulled out your phone just to look at the time and ended up scrolling through Instagram for ten minutes?
Have you ever looked around at a family gathering to see that all the adults in the room were looking down at their phones just scrolling?
Have you ever opened a Reddit window during a part of a Zoom meeting that didn’t pertain to you without even really thinking about what you were doing?
I’ll admit to all of these. And if I, a 40-year-old professional with an advanced degree, can fall victim to these distractions, what hope is there for our 18-year-old students who have grown up in this digital environment? Continue reading