Students, faculty have contrasting views of classroom technology, ECAR surveys find

Faculty and students vary widely in their impressions of technology’s impact on campus, and their expectations are evolving rapidly, according to research presented last week at the 2017 Educause Annual Conference in Philadelphia. The latest Educause Center for Analysis and Research (ECAR) surveys feature responses from 11,141 faculty members at 131 U.S. institutions and 35,760 students at 110 U.S….

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The midsemester course correction

Sometimes I think the most important quality any teacher can have is flexibility — the capacity to adjust quickly to whatever is happening in the classroom. The more flexible you can be about course design and approach, the more authority your students can take in shaping those aspects, and the more likely they will take…

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After a year of tumult, Evergreen State revises policy on the use of campus space

As public colleges become the staging grounds of a national battle over speech and security, campus leaders have searched for ways to keep their institutions out of the fray. One popular strategy: taking a long, hard look at the policies that dictate who can use their facilities. After a tumultuous year of protest, Evergreen State…

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The missing campus map

I’ve just come from the second department meeting at which I didn’t say anything. I’m wondering if I should be concerned about this. I’m new here, and so far it seems like the departmental culture is to act as though we’re all midstream in our careers. At the first meeting of the year, although there…

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Why I don’t take attendance

Several years ago, I read an essay, “Notes From a Career in Teaching,” written by Murray Sperber, a retired professor of English and American studies. He shared this advice: Teach according to your personality. Vary your teaching methods. Don’t take attendance. Take a hard line on late and incomplete work. Give students lots of options…

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