Learning how we learn has been the focus of our new faculty seminar this term. This past week we shifted from thinking about how our students learn to thinking about how we as faculty learn in the somewhat ambiguous and … Continue reading →

Post-spring recess, we are back to exploring Daniel T. Willingham’s Why Don’t Students Like School? with renewed appreciation for our own times of reluctance to be in the classroom. Spring fever hits tenure-track faculty just at the time when grading … Continue reading →

The academic life: alternating rounds of teaching, committees, and scholarship that sometimes skip and trip over one another. For some faculty, the tenure track race is energizing, and for others, exhausting. For lecturers, the teaching load and service expectations can … Continue reading →

People, Daniel T. Willingham writes, “are more alike than different in terms of how they think and learn.” Discussing this principle in the context of different learning styles and multiple intelligences was our new faculty seminar challenge this past week … Continue reading →