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Author Archives: sgreenla
Progress Report
Since it’s mid-term time, I decided to make appointments with each of my FSEM students to see how the course was going for them. They thought they were making appointments with me, and they weren’t sure what it was all … Continue reading
Posted in First Year Seminar
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Not part of your permanent record!
This is another post where I explore and struggle with the notion of grading. This week I reviewed the first substantive assignment I asked my intro students to write this semester. It was actually assignment number three, where the first … Continue reading
Posted in Assessment & Grading
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Something of little substance
Last Spring, at the NITLE Summit, I encountered something of little substance. (This is to be distinguished from the many things of substance I also encountered.) In one of the sessions, we were given small whiteboards to use for some … Continue reading
Posted in Teaching and Learning
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Not your parents’ elementary school
This evening I attended a meeting at my kids’ elementary school where they (a 4th and 6th grader) are participating in the accelerated math program. It was a very cool meeting, designed to help parents understand the program and understand … Continue reading
Posted in Uncategorized
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(When) Is a College Class More than a Class?
A year ago, Gardner and I began developing what we called an “alternative subversive advising curriculum” for first year students. Like many schools I suspect, ours was struggling with how to create an advising program that students would find value … Continue reading
Posted in Uncategorized
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Engaging the Net Generation
The other week I had the opportunity to give a keynote address and workshop at the opening faculty meeting at Manchester College in Indiana. I particularly appreciated this invitation because it gave me a chance to do something I’d never … Continue reading
Posted in Uncategorized
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Making Macro Relevant
I’ve never bought the notion of the syllabus as a contract between instructor and student, though I know it’s commonly accepted. Rather, I think of a syllabus more as a travel plan–it’s an outline of where you plan to go, … Continue reading
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What should higher education be?
First, we will set up a single goal to represent educational success, which will take four years to achieve no matter what is being taught. We will attach an economic reward to it that seldom has anything to do with … Continue reading
Example of thoughtful thinking about advancing teaching and learning
Leslie Madsen-Brooks has provided a great example of the kind of post I would flag and redirect to the UMW Teaching Center website if I were in charge–A thoughtful example of progressive thinking about how to improve teaching and learning.
Posted in UMW Teaching Center
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Insights on Fanny & Freddie
This post interests me on several levels: the connected nature of media today; contemporary economic issues, specifically the difficulties being faced by Fanny Mae & Freddie Mac due to the mortgage market meltdown; and the issue of the market system … Continue reading