We’re all familiar with the frustrations that come from students not reading the syllabus. But I’ve come to realize the problem isn’t one of whether or not the syllabus is read, but one of if and how it’s used.
Posts in category Advice
While the syllabus forms the foundation of a course, it doesn’t always reach it’s full potential. By nature, the syllabus is linear. The daily plans start at the beginning and work their way towards finals week. Other information starts with the basics and becomes more specific in both details and requirements. It makes sense to design […]
Being teachers and instructors, we frequently include oral presentations into our syllabi. Unlike other group or individual activities, Power Point presentations on a particular content area seems to be the most loved one among university students. It is true that, due to the lack of presentation skills, the majority of students have many flaws […]
Those of us who teach Creative Writing usually have the luxury that our students actively choose to be in the class. When they come to office hours they can be greedy for reassurance, certainly, but also for personalized guidance. The instructor has an obligation not to give unrealistic expectations for the writing life or their […]
A common complaint of college instructors is how many of their students don’t come to office hours when they are struggling. As instructors, we appreciate how valuable this one-on-one time can be with students, but how can we make our office hours more inclusive, accessible, and welcoming? First, we need to acknowledge that announcing “come […]
For International Teaching Assistants, meaning negotiation plays a vital role when it comes to interactions with native English speaking undergraduate students in the laboratory or in the classroom. In this article, I share a few tips that can help ITA instructors or coaches guide ITAs through their interactions with their (future) undergraduate students.
There’s a lot of talk in teaching circles about feedback—how to give an appropriate amount that doesn’t overwhelm the student (or the teacher’s workload) and balances praise and constructive criticism. Finding praise is, of course, characterized by its very verb as the part where you have to strain yourself, what you include to soften the blow your critique.
In introductory writing classes with a research based project, most of us spend time teaching students how to read academic journal articles. We understand how to read a journal article because we know why it’s written the way it is, why there are always certain parts such as abstracts, introductions, and headings, and how to navigate those […]