Framing Class Through a Reflective Lens
How Cognitive Psychology Can Inform Our Teaching
By Adam M. Persky, Mackenzie A. Dolan, and E. Bliss Green After 15 years of teaching, here are several truths: 1. Teaching was easier when I knew nothing about cognitive psychology and how we learn. 2. Teaching others how to be better instructors is difficult, because we confuse jargon with how the mind works, focusing […]
Multiple Modes of Reflection
By Kelly Ferris Lester “How do you have time for reflection in your classes?” I receive the question from colleagues on a consistent basis. But for me the question is “How could I not make time for reflection in my classes?” As an avid reader of Paulo Freire’s Pedagogy of the Oppressed (1993), I believe […]
Spaces and Places (and Nudges)
Two ACUE partners awarded Aspen Prize
Beyond the Icebreaker: Building Community in the Classroom
By Kristin Flora I’ve been fortunate to have that seemingly ‘magical’ class. You know the one—small, seminar-style setup with students actively engaged in asking deep, critical questions of the readings and each other. But I’ve also had that frustrating class: same small, seminar-style setup, yet getting discussion going and sustaining it feel nothing short of […]
Partnering and Advocating for a Stronger Workforce: Remarks from the CCCAOE Spring Conference 2019
By Caleb Fowler, Folsom Lake College professor of computer information science I was one of the original guinea pigs of the first 50, and now I’m a facilitator. Like many of you, I’ve been doing this for a long time. And when I first started, I did what everyone did: I followed my instructors. It’s […]
Convergent and inclusive teaching: Leaving nothing to chance
How an Inclusive Teaching Approach Helped Us Build a More Inclusive Curriculum for Our University
By Kelly Hogan and Viji Sathy A few years ago, we were tasked with an exciting, yet daunting, task: think boldly about the general education (gen ed) curriculum on our campus, a large public research university. Among the questions the coordinating committee considered were: What is at the core of an effective curriculum? Is our […]
Convergent Teaching: A Q&A with Anna Neumann and Aaron Pallas
In their new book, Convergent Teaching: Tools to Spark Deeper Learning in College (coming fall 2019), Drs. Anna Neumann and Aaron M. Pallas, professors at Teachers College, Columbia University, examine an idea they call convergent teaching, which looks holistically at the process of learning. Under this approach, all teaching must pay attention to several things […]
