Prior to the Information Age, teachers were expected to stand at a podium and expound upon topics that were otherwise out of reach to the students. Since the last part of the 20th century, instructors have felt a shift from being the information hub to being the architects who must gather the various informational materials
One of the greatest challenges of giving online writing assignments to students is insuring that it’s clear how they will be evaluated for these types of assignments. My colleague Mark Marino from USC recently shared his blog assignment rubric and I am going to use this as a springboard for my own blog assignments in
TPACK, meaning Technology, Pedagogy, and Content Knowledge, is an acronym brought to us by Mishra and Koehler’s (2006; 2009) studies on instructors’ abilities to combine their content knowledge with adequate knowledge of best pedagogies for teaching and best technologies to support learning. Most instructors in higher education have not had the benefit of formal pedagogy and technology
Last week I taught my students about the Buck v Bell Supreme Court case during a history lesson about the eugenics movement. I was surprised to learn that not one student in the room had heard of eugenicist Harry Laughlin or of Carrie Buck or of the involuntary sterilization of tens of thousands
We watched this TED talk by Stella Young to start off today’s HIST 233 class (Disability in American Life): This video is a powerful one, that speaks to the ways that people with disabilities are treated in today’s society. Stella’s no-nonsense speaking about “disability porn” and the objectification of disabled people works well to disrupt
Last night I taught the first session of HIST 233: Disability in American Life. One of our initial activities was to discuss our “Class Rules.” To begin this discussion, I asked the students what were some typical Class Rules that they’d had in other courses at Chapman. The listed the following: No bathroom breaks No
I spend a lot of time supporting Adjunct Faculty in their use of pedagogical technology (Chapman employs about 400 adjunct faculty each semester). In fact, many of the most innovative uses of technology on our campus come from our Adjuncts. That’s one reason, among many, that the findings of this study about the effectiveness of