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Monthly Archives: March 2012

Where Is the Mini-Me in My Classroom? Lehman’s New Faculty Seminars

When I was in high school, my chemistry teacher once barked at me to “answer what I mean, not what I say!” Fortunately, this did not extend to qualitative analyses in the afternoon lab sessions, when directions and explanations were … Continue reading

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Practice Makes for Mental Presence: Lehman’s New Faculty Seminars

Tuesday mornings are great morning at Lehman for new faculty: the chance to get together over coffee, cookies, and shared experiences has been further enlivened by our discussions of cognitive science approaches to teaching and learning. Although our group changes … Continue reading

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The Stickiness of Thought: Lehman’s New Faculty Seminars

“Why Is It So Hard for Students to Understand Abstract Ideas?”: this was both a chapter title and discussion question in our new faculty seminar this past week. A related question might be how much we distinguish the abstract from … Continue reading

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Multiplying Factors into Functionality: Lehman’s Second Year Faculty Workshops

This week’s second year faculty seminar focused on “Multiplying Factors into Functionality: Diversity, Multiculturalism, and Teaching at Lehman.” We met twice during the week to accommodate different teaching schedules with the benefit of two distinct yet overlapping conversations about what … Continue reading

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Knowledge before Application, Attention before Retention: Lehman’s New Faculty Seminars

The fifth week of the spring term is chance to rediscover our footing after two Mondays of no classes and regular course schedules disrupted to provide students sufficient class time. It’s a time when we realize our uneasiness about certain … Continue reading

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