By Harry Brighouse Teaching contemporary moral issues in a large lecture format presents a challenge. Of course, the students must read, write, and think.
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
By Stephen Brookfield A couple of years ago I was having dinner with a good woman friend who had spent a career of 40 years
“Did you know that I never raised my hand to answer a question once in college?” “Me neither.” We had been doing workshops with faculty
By Judith Boettcher Due to the rapid growth of online programs, more faculty are being assigned to teach an online or hybrid class, often with
Editor’s note: This post is written by Paul Blowers, a chemical and environmental engineering professor at the University of Arizona, who is featured in
During class, who’s doing most of the work—you or your students? If it’s you, then you may be falling into an all-too-common teaching trap, informed
How do you know if your students are actually learning? Nothing is as important, but it’s still hard to tell, explains Elizabeth Barkley in this
[Editor’s Note: Stephen Brookfield is a featured expert in ACUE’s Course for several modules, including the module on Delivering an Effective Lecture.] When working on the
Tasked with teaching more than 2,000 students each term, University of Michigan Senior Lecturer Brenda Gunderson uses a range of creative active learning strategies in her large
