It was 1985, and I was feeling frustrated. After all, my thinking went, wasn’t I paid to be an expert in my field? To give my students an accurate and current account of the state of thinking in my Ph.D. specialty areas? wasn’t that the reason that my department had hired me for the faculty in the first place, a decade earlier? Of course, what the students wanted to know mattered to me, and they had openings in my classes to say something, and were always asked at the end of each presentation, “Does anyone have any questions?” It was awkward, but there were seldom many forthcoming. Many informal faculty discussions, in the hallways and in the lunchroom, focused on the perennial problem of how to stimulate more “discussion” in the classroom, especially among the seemingly passive, working-class students we had, who supposedly had little experience with active learning in their earlier mediocre or worse high schools. During my classes, in fact, it was obvious that the students looked bored.
Faculty Member Inclusive Teaching Collaborative Model Lesson Learn Ford Foundation
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