Written by Heidi Fencl, Associate Professor
As I write this, I’m about half way through lesson planning to flip my introductory physics sequence. These musings are on the process of flipping a course, rather than on effectiveness or student response. I am excitedly, and perhaps naively, anticipating both when I teach the flipped sequence next fall. Continue reading
As I get nearer to the end of the semester (hard to believe) by necessity I am setting my sights on Spring, 2015. I am bringing a group of students to South Africa during the January Interim and so I must get my syllabi completed early (not my typical modus operandi) before I travel. And that leaves me to face one of my pedagogical demons on what to do about a textbook. Continue reading
Mathematics Senior Lecturer, Theresa Adsit, shares thoughts on her CATL Teaching Enhancement Grant funded project…
Having enjoyed the benefits of having randomized, computer generated homework problems available to assign to my Calculus and Intermediate Algebra students, I wanted to extend those same benefits to my Elementary Functions: Algebra and Trigonometry Math 104 students. Continue reading
As I am sitting here trying to write this blog, I am trying to think how I can help a professor who has many hours of teaching students and framing their thoughts, ideas, and opinions. How can I help them understand what it might be like to be a Veteran in the classroom?
It seems I always get excited for a new semester – so I thought I’d share with you the top 5 things that I love about starting with a fresh group of students in a course I’ve taught at least 3 times a year in the last 7 years, no particular order.
Think of something that you’re really good at. Now think of how you got good at it. Was it through trial and error? Attending lectures? Practicing? Continue reading