Yes, sitting down and having "The Talk" with your students- the one focused on their careers and goals. Sometimes it is difficult and each student can be very different. But it is still worth it in the long run to do this.
This post addresses concerns about the quality of the future of chemistry education in an online environment.
What would be a useful infrastructure to help modernize undergraduate labs and perhaps give students more experience/skills- especially those serving student populations with low socio-economic status? This blog offers a practical solution.
Is it necessary for biology faculty colleagues to spend a month or so covering foundational chemistry in general biology courses then for the remainder of the semester require students to only know a small fraction of chemistry covered? This post briefly looks at what chemistry is needed for general biology.
To accommodate learning in the time of SARS-CoV 2 different hybrid instructional strategies have been deployed. This blog describes experiences with the HyFlex model.
A lot of time is spent assessing students but how much time is spent assessing ourselves and our peers? Some faculty take departmental evaluations seriously and professionally while others prefer not to for a variety of reasons. What happens when a faculty member introduces evaluation guidelines into a department that had none previously? Read and find out.
Want to heat up a department meeting? Just propose that all courses have an on-line option and watch as some colleagues have strong opinions about it- be it on one side or the other. What overlooked component can be distilled from a normal in-person course into an online that could have a significant impact? Perhaps the face-to-face “live” interaction.
What value does spending time explaining our syllabus in class provide? How much time should we invest in going over the syllabus with our students? Thoughts on talking about the syllabus during the first class meeting.
