As students, we do our best to learn and know that you as professors, do your best to teach. However, things need to change. Here are a few requests that will help students learn more easily and more deeply. Thanks for caring enough to read these nine tips!
Email is a powerful tool in the workplace, but it has become a headache for some. Using email effectively is not as straightforward as it seems but following a few key guidelines can make all the difference.
This afternoon I was working on revisions for a syllabus of an upcoming fall course. The course was designed using the principles and practices of Dialogue Education. A large part of this design was honed through the feedback of a dear colleague, Jim Wilhoit (see...
NOTE: These tips were written with the undergraduate professor and students in face-to-face full-time learning environment in mind. However, they can be equally valuable in the post-graduate, virtual learning environment, distance learning, and part-time university...
At a recent visit to have dinner with my mentor and friend Dr. Jane Vella I said, “Dialogue Education has come to academia.” In my experience, Adult Learning Theory which includes Dialogue Education, has become the premier pedagogy in Higher Education. I asked, “Why...
“We are weary of academic conferences.” That’s how Christy Wampole starts her article The Conference Manifesto in The New York Times (posted May 4th 2015). Indeed, I can relate to that. In fact, it is getting increasingly challenging for me to go to conferences at...
Young adult college students can be tricky, especially when you consider they are going through all these changes and sometimes they can hardly understand themselves! How are we supposed to help them learn, if we cannot communicate properly? Feedback is one of the...
NOTE: This reflection was written from the perspective of a community college educator, but it has implications for adult learning in both formal and informal settings. Every Tuesday and Thursday at 6:10 p.m. my heartbeat grew progressively faster with feelings of...
As a meteorology professor at a community college in southern California, I have students struggling with abstract, but important, concepts of the physical processes and impacts of weather and climate. Students at community colleges often lack skills and motivation to learn fundamental STEM-related principles.
Having experienced university teaching through lecture, most instructors teach how they have been taught. Although lecture (i.e., monologue instruction) can be an effective tool for learning, it can be over-used or not intentionally used to maximize learning.