The geek in me loves Federer’s stats! Win 80% of matches by winning 54% of the points….

I like your “ABPs” of growth mindset (attitudes, behaviors, practices)! Do you have examples of specific practices you could share?

My first year philosophy course as an undergrad provided stories I tell to this day as well!

I’m sure I’m not the only one who’d love to hear more about the FYE-enhanced courses at BMCC. We keep talking about making changes to the FYE at QCC, but as a faculty member, I’m not sure what substantive changes have been made recently. I’d love to hear…[Read more]

Most faculty aren’t professional actors and don’t have training in recording audio/video. So we have to cut ourselves some slack. (Full disclosure: that WAS my background, so the online transition was an easy one for me. I began it well before the pandemic.) That being said, we do “perform” in the classroom. And just like studies have shown that…[Read more]

Like you, Elizabeth, I took a lot of classes unrelated to my major thanks to the program I was in which allowed me to take whatever I wanted (UVA’s Echols Scholars program, somewhat similar to CUNY-BA). I wonder if learning for the sake of learning is a privilege of the privileged… If so (and I must admit, it seems likely), that’s rather…[Read more]

I like that you place the burden of motivation on both the student and the instructor, Miriam. There are good and bad apples in both groups! Ignoring, for a moment, the bad apples we’ll likely never reach (in both groups!), I appreciate the strategies you’re suggesting. I haven’t tried high volume videos in class, as I think a lot of students…[Read more]

I find teacher training fascinating since so many of us in higher ed experienced exactly none before becoming faculty members (although these professional development series count now!). Thanks for the Odom quote- I hadn’t seen that one. It made me think about the fact that, especially for our varied student population, the definitions of…[Read more]

As an academic support coordinator, you must get a lot of questions from students about the relevance of what they’re learning in their course work. It’s great that you’re adding these exercises to your tool box! I’m wondering when you think this type of activity might be introduced to students- as a faculty member myself, the valuable work you do…[Read more]

That sounds really fun, Victoria. Is there a particular module in your psych course where you think this activity would be most useful?

I have found that “resistance to workforce readiness” is often accompanied by a lofty regard for the ivory tower that I’ve never held, especially as someone who’s worked outside of it. (That “snobbiness” is also scorned and used by those who have been systematically attempting to dismantle higher ed.) An analogy that comes to mind is the attitude…[Read more]

Starting with the goal…I like that! Teaching phlebotomy and EKG seems like very mission-oriented coursework, so I’m wondering if you face the same student motivation issues that many others complain about. For example, I also prefer to teach my chemistry classes from the perspective that it’s not really about the content, but rather, about the…[Read more]

It’s great that there’s so many opportunities for you to hear your students’ thoughts on various topics throughout the semester, Danesh. In my chemistry classes, other than discussion boards, after the first day of class discussion, I’m not so lucky!
When students are in groups, is there a group leader who shares with the class at the end? I’m…[Read more]

They “borrowed” this quote from me (I think- I’ve definitely used it in posts for years), so I’m already using it in class. 😉 That being said, I certainly admit to not getting straight As in chemistry as an undergrad, beginning with the first day of class. I also am incessantly saying things like “this is how the subject was presented to me, and…[Read more]