Something that may be of interest
In the wake of a contentious election, our classrooms might reflect the polarized dynamics of our society. Should we retreat to avoid offending or creating tension? Instead our friend Mays Imad suggests adopting a pedagogy of discomfort, as she describes in her piece “Teaching and Learning through Discomfort.” This approach offers a framework for addressing classroom tensions by encouraging vulnerability, critical reflection, and engagement with opposing viewpoints.
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| Whenever colleagues invite me to observe their classes for formative feedback, I always ask them to share two or three specific aspects they’re working on and would appreciate input on. For instance, they may want to engage more students in discussion, effectively wrap up with a summary in the last five minutes, or improve how they organize board work. |
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| I am doubtful we will have a clear decision by tomorrow. Nevertheless, as I’ve shared before, and as we discussed in our recent Teaching Matters session, it is good to have a game plan, no matter your discipline.
For a quick take, consider this resource from the CRLT at the University of Michigan: Navigating the Post-Election Period With Your Students. If |
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| I am not one for poetry. I am not saying this as a judgment, more as a fact. I’ve had very little exposure to poetry, probably to my detriment. So, you may find it odd that I am sharing a poem this week. It came to me via Bonni Stachowiak’s Teaching in Higher Ed podcast with John Warner. |
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| Okay, so we’ve explored the student mental health crisis in the teaching section, but what can we do for ourselves to do more than just survive another semester? In “When Disruption Is Perpetual, It’s Time to Think Differently About Work,” Beth McMurtrie highlights strategies for professors to thrive, such as setting boundaries based on scope-of-practice framework and finding community support through learning groups. |
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| Preparing for the first day of class, I always revisit Lang’s four key things to set the right tone: curiosity, community, learning, and course expectations. This one-page newsletter gives a brief summary as well as a link to the more comprehensive article.
I am going to be particularly vigilant this semester not just for the first day but for the first two weeks. |
The Center for Learning and Teaching (CfLT) is excited to announce the first graduating cohort of the Denison Teaching Seminar (DTS). The cohort includes Leksa Lee from Global Commerce and East Asian Studies, Stacey Truex from Computer Science, Tim Attalah from Chemistry and Biochemistry, and Amanda Arnold from Health, Exercise, and Sport Studies. These four joined the DTS in the fall of 2021, pioneering this community of practice.
Yes, it’s that time of year again. You promised yourself you wouldn’t end up here, but here you are, preparing to enter the all-too-familiar “grading jail.” As we revisit the article “How to Escape Grading Jail,” Kevin Gannon offers long-term strategies for “next time.” However, he also provides practical tips for leveraging technology to streamline our grading processes.
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It was a good run, but I am happy to announce that my students finally broke their attendance streak I mentioned in my last post. On Monday, after the break, I had 100% attendance for the first time in eight weeks, meeting four days a week. I share this news with a mix of light-heartedness and a dose of concern.
