Found Wisdom: Trigger Warnings
A recent article in the New York Times, "Why I use trigger warnings" by Kate Manne, Assistant Professor of Philosophy at Cornell University, argues for the integrated use of trigger warnings in academia, and why it's important for faculty to adopt the practice of providing trigger warnings to students.
Are College Lectures Unfair?
New York Times Sunday Review
Connecting with students in the classroom these days means employing inclusive pedagogy. This article summarizes recent work supporting the value of active learning strategies for reaching the diverse students we teach. We enroll more students of color and international students than ever before. 20 to 25% of our undergraduates are first generation. It’s more important than ever to employ classroom strategies that reach all students and bring those on the margin to the center. Want more information on active learning? Visit the Faculty Development web page on active learning.
Found Wisdom: Contemplative Practices in Higher Education
Recently UST faculty have been gathering in various ways to talk about integrating meditation or contemplative practices into their teaching. What does this mean? This book is a great introduction: Contemplative Practices in Higher Education.
Found Wisdom: Gender in Academia
The proportion of women in the adjunct ranks is estimated to be between 51 and 61 percent, while the AAUP estimates that full time tenured faculty are 59 percent male.
Found Wisdom: The Dangers of a Single Story
One of the most compelling aspects (among many!) of the "Building an Inclusive Classroom" summer seminar was the TED talk by novelist Chimamanda Ngozi Adichie.
Found Wisdom: Approaches to the scholarship of learning (and why it’s important for blended and online learning)
By Elizabeth Smith, Faculty Development
In an invited essay for the International Journal for the Scholarship of Teaching and Learning Bill Cerbin, Director of the Center for Advancing Teaching and Learning at the University of Wisconsin-La Crosse, writes about the importance of the "learning question" in the Scholarship of Teaching and Learning (SoTL). This learning studies approach especially resonates with me after attending Dr. Sullivan’s October 7 brown bag discussion on online learning.
Found Wisdom: Reflections on Mindfulness Meditation in Teaching Summer Seminar
Carol Bruess writes in The Scroll about her experience in the Faculty Development summer seminar Mindfulness Meditation in Teaching and how the seminar helped her to become "...more centered and clear, and understand more profoundly how meditation can make us better teachers and, in fact, better at just about everything professionally and - bonus - personally!"
The four-day Mindfulness Meditation in Teaching summer seminar was co-facilitated by: Dr. William Brendel (Organizational Learning & Development), an expert in the field of mindfulness practice, trained by Jon Kabat-Zinn, founder of the Mindfulness Based Stress Reduction program at the University of Massachusetts; and Dr. Vanessa Cornett-Murtada (Music), an expert in mindfulness and performance practice, who performs research and speaking engagements throughout the U.S. on this subject. Seminar participants practiced a different form of meditation each session: sitting, body scan, and walking meditation, and each meditation session was followed by faculty dialogue regarding the experience, connections to the readings, and the development of a 'real world' strategy to apply actionable mindfulness practice to teaching, research, and service.
Found Wisdom May 2013
Found Wisdom: Improve your Course Evaluations by having your Class Write Letters to Future Students
Found Wisdom: Detrimental effects of laptop multitasking on classroom learning
Faculty are increasingly concerned as students' use of laptops and smartphones in the classroom becomes more commonplace. A new study in Computers and Education finds that students who multitask on a laptop or students who are seated near other students who are multitasking on a laptop...
Student Comments: Moving from Participation to Contribution
In a recent Teaching Professor blog post Maryellen Weimer revisits the distinction between student participation and contribution in class discusscussions and ways in which faculty can facilitate student contributions that promote understanding and develop knowledge.
Found Wisdom: Why we expect more from technology and less from each other.
“Technology is seductive when what it offers meets our human vulnerabilities. And as it turns out, we are very vulnerable indeed."
Found Wisdom: Dead Ideas in Teaching
We're excited to welcome Diane Pike from Augsburg on Oct. 18 to speak in our "Rethinking Assessment" series. She's the author of a great article published originally in The Sociological Quarterly, "The tyranny of dead ideas in teaching and learning," which is excerpted here.
Found Wisdom: "Bloom's Taxonomy Meets Technology: An Instructional Planning Tool"
“The key to effective integration of technology is to ensure that the use of technology is aligned with the learning objectives and assessment strategies.”
Found Wisdom: When Cell Phones Are the Book: some observations on e-readers
Have you been frustrated by student cell phone use in the classroom? The latest installment in The Chronicle's ProfHacker series highlights an English professor's decision to embrace cell phones as teaching tools when she noticed students using them as e-readers.
Found Wisdom: Managing Teaching Loads and Finding Time for Reflection and Renewal
Can the joy of teaching be compared to "the joy of sex"? Some think so. In this "Teaching Tips" column, Rosalyn King recommends ways to re-connect with our inner selves to counter the stresses of academia. Among other pieces of valuable advice: "Find comfort in the awesome role you are playing in many people's lives."
Found Wisdom: The ‘I Deserve a Better Grade on This’ Conversation
It’s a conversation most faculty would rather not have. The student is unhappy about a grade on a paper, project, or exam or for the course. It’s also a conversation most students would rather not have. In a recent study only 16.8 percent of students who reported they had received a grade other than what they thought their work deserved actually went to see the professor to discuss the grade. How do faculty make it more likely that students will discuss concerns about grades and discuss them constructively?
Found Wisdom - Teaching Critical Thinking: Are We Clear?
In a recent post in the Teaching Professor blog, Maryellen Weimer, PhD writes about critical thinking and calls out some of the key points in Stephen Brookfield's new book Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions.
Historian Sarah Igo reviews Academically Adrift for the AAUP Academe publication, summarizing the authors' methods and major findings. She argues that faculty and administrators in colleges and universities should pay close attention to the conclusions of this study and engage the process of curricular reform — before external stakeholders attempt to do so.
21st Century Campus Culture by James M. Lang (Chronicle of Higher Education)
Do you ever despair, as this author does, that our students don't have the kind of vital intellectual interests and conversations outside the classroom we wish they had?