4 Ways to Lecture Beyond the Bullet Points
4 Ways to Lecture Beyond the Bullet Points
By Mark Paternostro Lecture déjà vu. I walked into a classroom in late September and realized I’ve given the same lecture, almost on the same date, in the same room for the past 10 years. I review my lectures every year and update content, but every so often we need to rethink lectures beyond the […]
Brighouse: Discussion Forums as Game-Changers
Mary-Ann Winkelmes: Teaching Expos as Engines for SOTL
Dr. Mary-Ann Winkelmes is nationally recognized as the founder of the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed), which she shared with the ACUE Community in 2016. As a faculty developer, Winkelmes is also passionate about initiatives to promote teaching and learning on campus, including an annual Best Teaching Practices […]
A Game-Changer in Accountability: Using Online Discussion Boards (Even in Face-to-Face Classes)
By Harry Brighouse I often start my smaller classes with an icebreaker, mainly so the students start to learn each other’s names and are more ready to talk to each other. I recently asked, “Name a book you haven’t read that you think you ought to have read,” and one woman immediately said, “That would […]
The Fullness of Our Humanity as Teacher and Student
Bringing your ‘A’ game to class discussions
Bring Your ‘A’ Game: Leveling Up Class Discussion by Incorporating a Sense of Play
By Traci Brimhall I have been using a Jeopardy-style review game for midterms almost as long as I’ve been teaching. Those review days always go well. Students invest in the competitive aspect, and the categories of Jeopardy allow me to review key concepts and our stated learning objectives. Jeopardy’s format (in which others can steal […]
Faculty make institutional transformation possible
Navigating the Need for Rigor and Engagement: How to Make Fruitful Class Discussions Happen
By Harry Brighouse Derek Bok’s great book Our Underachieving Colleges contains a passage that, ultimately, transformed my teaching. Teaching by discussion can also seem forbidding because it makes instructors uncomfortably aware of their shortcomings. Lecturers can delude themselves that their courses are going well, but discussion leaders know when their teaching is failing to rouse […]
