CfLT Newsletter

Faculty members have shared that they are feeling the strain of their students’ mental health issues. Whether it’s a request for an extension or an e-mail apologizing for missing class because they’ve got “stuff going on.” In Professors Struggle With Demands to Tend to Students’ Mental Health, Kelly Field gives a realistic assessment of what faculty are facing, particularly this time of year.

Have you ever had that difficult conversation with a student after a poor performance on a test or assignment? Often, the student will state in exasperation that they “studied really hard.” Nevertheless, their performance does not reflect this effort.

In the article From Deficit to Empowerment: A Neuroscience Approach to Unveiling the Learning Brain, Mays Imad points out that learning is a very complex process and many things must properly align to succeed.

I recently had a birthday. Maybe I am getting wistful, but this Inside Higher Ed article by Kenneth McNay had some solid advice for those of us who have been here a while. In particular, it made me think about how I can explore innovation and risk-taking, that I should try to facilitate knowledge sharing, and finally, to redefine my research productivity metrics to encourage me to explore those high-risk, innovative areas.