I have so much I want to cover and so few weeks to do it! This is something that has surely gone through most faculty member's heads when they plan a course. While we all hate cutting topics or readings that we have convinced ourselves are vital, a recent article by Nicki Monahan suggests that more content does not equal more learning.
This follow-up to the 2014 CSUSM Summer Teaching Institute is an amazing presentation of numerous ideas and technology. Lea Roberg Chao illustrates how she used a wide variety of tools in her class to facilitate students working together. The thing I love about this video (aside from all the great ideas) is the the way that technology is used to make work easier for students, rather than more complex. Watch the video and leave any comments you might have below.
Active learning and pedagogy aimed at having students applying knowledge rather than listening to lectures has gained prominence in the last few years. Techniques such as flipped classrooms have championed the "guide on the side" and questioned the relevancy of the "sage on the stage" model. While research shows the benefits of these approaches, have we too quickly dismissed lecture as a useful tool? Perhaps the pendulum has swung too far the other ways and we have undervalued a well delivered lecture and short-changed our student's ability to be able to sit and learn through synthesizing a lecture. Read Molly Worthen's Lecture Me. Really and see what you think.
Given that the population of college students are changing over the last 20 years has lead to more and more students who are the first in their family to attend college. The student body at Cal State San Marcos is nearing 50% first-generation college students. Much of the literature surrounding generation students notes that while their parents are supportive of their children's educational ambitions, they often lack the cultural capital to support their children or have high expectations for familial contributions (being unfamiliar with the required workload of college). This article is offers great insight that we as CSUSM faculty should be mindful of as we teach out classes.
Continuing the series on student engagement, Dr. Qi Sun details the innovative ways she incorporated student response systems and student-generated problems in her Finance class. Her reflection on her experiences are honest and thoughtful, I hope you enjoy reading it...
Academic freedom of how and what we teach or say in the classroom is extremely important in delivering our pedagogy. But does academic freedom stretch to what faculty say outside the classroom via social media? While many recognize that inappropriate comments can lead to hot water with any employer; recently there have been many controversial cases against faculty that have expressed their opinions online. Read this article from Wired to explore this issue