A session from an education conference I listened in on last week reminded me of the parallels between teaching and editing.

That might seem strange, but bear with me.

I’m always surprised at the common themes that emerge when faculty members talk about teaching.

At a meeting of the CTE faculty ambassadors last week, Felix Meschke brought up a challenge almost every instructor faces.

After third grade, elementary students spend little time on in-class writing assignments, even though research shows that additional time improves both the quality of writing and the comprehension of written work.

Let’s peer into the future – the near future, as in next semester. Or maybe the semester after that.

You’ll be teaching the same course that is wrapping up this week, and you’ll want to make some changes to improve student engagement and learning. Maybe some assignments tanked. Maybe you need to rearrange some elements to improve the flow of the course. Maybe you need to give the course a full makeover. By the time the new semester rolls around, though, the previous one will be mostly a blur.

Faculty often see the benefits of online education for students but not for themselves, Karen H. Sibley and Ren Whitaker write in Educause.

Development of online courses takes precious time away from other activities that generate greater rewards for faculty. The way to change that, Sibley and Whitaker argue, is to offer incentives to move into online education. They give these examples:

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:

Learning matters.

That may seem like a truism in the world of education – at least it should be – but it isn’t.

All too often, schools and teachers, colleges and professors worry more about covering the right material than helping students learn. They put information above application. They emphasize the what rather than the why and the how.