I’ve stopped worrying about managing the classroom the way I used to. I’ve stopped telling students what to write about. I’ve realized that the more ideas there are in the writing classroom the better.
Not all of my stories are as utilitarian to my teaching as the stories I’ve shared above. But all of my stories—all of our stories—have the potential to be enduring. Stories are sustenance: they are in the air we breathe, in the water we drink, in the communities we live, work, and love.
Precautions... do not eliminate the inherent risks of showing potentially harmful images. But they do serve an essential purpose: by leading with care and context, instructors can help minimize the images’ potential harm.
Cheating is not a technological problem, but a social and pedagogical problem. Technology is often blamed for creating the conditions in which cheating proliferates and is then offered as the solution to the problem it created; both claims are false.
Graduate students enter graduate programs hungry to learn about research,
teaching, and professionalization. They seek knowledge of their discipline,
socialization from faculty and peers, and most importantly the tools to perform
“What should academics do on Twitter?”
At a recent roundtable workshop on developing a professional academic digital
identity, I heard the first four speakers address that question which I have
heard so many