Kerry Ann Rockquemore offers excellent advice about what she calls “the teaching trap.” (There was a link, but the page no longer exists).
By that, she means putting so much of yourself into your teaching that you have no time or energy for research, writing or life outside the office. She writes:
The School of Engineering at KU will open several new active learning classrooms this fall.
I’ve been involved in planning some of the summer training sessions for the rooms, so I’ve had a chance to explore them and see how they will work.
Doug Ward
“What just happened?” Carl Luchies asked his graduate teaching assistant.
They stood at the front of a lecture hall in early 2013, watching as 120 normally subdued engineering undergraduates burst into spontaneous conversation.
Luchies, an associate professor of mechanical engineering, had just given the students a problem to work on and told them it was a collaborative quiz due at the end of class. Students could work with anyone in the room, he said.
“Anyone?” they asked.
By Doug Ward
Matthew Ohland talks confidently about the best ways to form student teams.
In a gregarious baritone punctuated by frequent, genuine laughs, he freely shares the wisdom he has gained from leading development of a team creation tool called CATME and from studying the dynamics of teams for more than two decades.