In response to Gwyn Morgan’s Globe and Mail editorial (in which he decries the quality of university teaching), John Michela (of UW’s Department of Psychology) submitted a countering letter to the editor. The Globe and Mail published that letter on October 5, but in an edited form. Here, for the record, is Professor Michela’s unedited letter: Continue reading John Michela’s Response to Gwyn Morgan — Mark Morton
Things I wish I had known my first year teaching – Veronica Brown
Last week, while dropping my children off at school, I watched as the junior kindergarten students arrived for their very first day of school. Most of them were ready to march right into school, a few were less excited. As I walked home, I passed the high school with a big sign that said, Continue reading Things I wish I had known my first year teaching – Veronica Brown
Alan Morgan on Experiential Learning – Trevor Holmes
In our September 2010 CTE Newsletter, I had the privilege of interviewing 3M Teaching Fellow A.V. Morgan, lately retired from Earth Sciences, about his long career at Waterloo. For reasons of space, one of the questions and answers was not included; it is reproduced below. Alan brings experience into the classroom, and wherever possible, takes students out to the experiences…
TH: Clearly, you have had a rich and deep experience in your discipline and inspiring others to understand Continue reading Alan Morgan on Experiential Learning – Trevor Holmes
Generations – Trevor Holmes
I find myself in the rather awkward position of being the father of a teen whose friends — some of them — are now in their first week of classes in their first year of postsecondary studies. As of this week, I can no longer pretend to be that younger, cool guy on my students’ side of “geezer.”
Kidding aside, this is the week during which professors’ well-meaning colleagues, friends, family, and teaching developers Continue reading Generations – Trevor Holmes
How much is enough? – Donna Ellis
As we head into a new academic term, I thought I’d do a little reflecting on some reading I’ve been doing lately (nothing like the end of term office clean-up to uncover a few gems saved up over the term!). One article review that struck me from The Teaching Professor was about how many tests are enough to help maximize student learning. When I consult on course designs, this question often arises. So what does the literature have to say? Continue reading How much is enough? – Donna Ellis
Social Construction of Knowledge: Wiki in Graduate School — Nicola Simmons
Dr. Michael Wesch’s opening keynote at this year’s Society for Teaching and Learning in Higher Education conference in Toronto caused me to think deeply about social construction of knowledge – and how that might flavour my teaching this coming term, particularly with graduate students in education. You may be familiar with Wesch’s video A Vision of Students Today Continue reading Social Construction of Knowledge: Wiki in Graduate School — Nicola Simmons
Restoring attention and memory by disconnecting?
For some time now, I’ve been (along with certain friends and colleagues) advocating for at least occasional Slow experiences in higher education teaching and learning. Somewhat akin to Slow food (which of course has its detractors, Continue reading Restoring attention and memory by disconnecting?