By Doug Ward
In one of my favorite poems, Taylor Mali mocks sloppy writing, juvenile articulation, and the general inability to put together words in a meaningful way. That poem, “Totally like whatever, you know?,” was brought to life by Ronnie Bruce’s animation (below), providing even more punch to Mali’s magnificent ending:
Because contrary to the wisdom of the bumper sticker,
Doug Ward
We have all felt like “the other” at some point in our lives.
“The other” is an outsider, someone who feels vastly different from those where they live and work. Being “the other” is uncomfortable and unsettling. It generates self-consciousness and suspicion. It drains energy.
By Doug Ward
PALO ALTO, Calif. – Nearly all college faculty members want to teach well but few have both the pedagogical background to make their classes more student-centered and the incentive to do so, the Nobel laureate Carl Wieman said Monday.
By Doug Ward
Course redesign has become a crucial piece of helping college students succeed.
The statistics below about enrollment and graduation rates make it clear that success is too often elusive. Course redesign is hardly the only solution to that problem, but it is a proven, tangible step that colleges and universities can take.
By Doug Ward
Women teach a sizable majority of online courses at KU, even though men make up a sizable majority of the university’s faculty.
Data provided by Laura Diede, the associate director at the Center for Online and Distance Learning, shows that of 171 online courses that CODL worked with in the 2014-15 school year, 60 percent were taught by women.
Two recent education conferences I attended raised similar questions about developing and sustaining high-quality teaching. Things like:
Financing public higher education has grown increasingly challenging, with state funding for research universities declining by an average of 28 percent since 2003. What were once state-supported institutions have in many cases become quasi-private institutions to which states provide some money but still want full control.
Asked to describe the things that help them learn, students provide a remarkably consistent list:
That’s hardly a complete list, but those ideas came up again and again during a focus group at KU’s recent Student Learning Symposium. Not surprisingly, those same components come up again and again in research on learning.
Education changes people.
Those of us who teach know that well. We see students transform during their degrees, and sometimes during a semester. Their skills improve. Their thinking deepens. Their confidence blossoms.