The author began working with preschool-aged children long before becoming a professor, and nearly every element of the author's approach to teaching in higher education is rooted in early childhood theory and practice. In addition to provocations, he seeks to activate the "whole student," promote peer supports, and incorporate…

When you think of global, online education, the first thing that may jump to mind these days are MOOCs, the "massive open online classes" that are widely publicized (and criticized). The author states that his classes were not these, but rather, closer to what are now being called SPOCs--small private online classes. Enrollment is…

In this article, the author discusses how a professor can harness the power of Geographic Information Systems (GIS) and use GIS to teach in the social sciences. She shows examples of how GIS can illustrate concepts during lecture or discussion, and provides two specific GIS assignments: one for undergraduate students and the other for graduate…

There are many views about what types of actions can or cannot be defined as mentoring. The author opines that educators often make it much more complicated than it needs to be. At its core, mentoring is the act of listening, of asking good questions, and of probing others to more clearly articulate their ideas. Mentoring also involves challenging…

In this article, the author shares how she designs fun and fascinating western humanities courses at a community college in Minnesota. Using the example provided by many excellent past instructors, and through numerous late-night research sessions, she began to develop techniques and exercises that would help her achieve her goals in the…

When she began teaching college geology and paleontology, the author anticipated some resistance from those who believed in a 6000 year-old earth, from creationists and those who advocate intelligent design, or possibly from students who simply wished to be consistent with the family religion and still take a course involving evolution and the Big…

Philosophers, cognitive scientists, anthropologists, and psychologists have argued convincingly that the act of questioning is central to thinking, to storing and communicating knowledge, even to several important types of social interaction. But while scholars of higher education have written extensively on the topic of questioning for more than…

Motivational interviewing, which began as a counseling technique in addiction recovery, is a client-centered tool for making changes, increasing helpful behaviors and decreasing unhelpful behaviors. It relies on an individual's intrinsic motivation and interest in change, using a non-confrontational approach to frame goals in a practical,…

There is nothing more baffling than the art of teaching. Day in and day out, teachers move through classrooms and courses, lectures and discussion groups. What have students seen teachers do that has made a difference for them? What pedagogical behaviors, values, and attributes earn teachers praise from the population they work so hard to serve?…

Describes a philosophy of teaching inspired by a love of the discipline being taught and the desire of the professor to give students something of substance and be fulfilled by their responses. (SLD)

Considers how what one is shapes what one knows about the world, and how one can become aware of the conceptual shackles imposed by one's own identity and experiences. Discusses the construction of knowledge by the interaction between the questioner and the world. (SLD)

Explores the challenges and criticism that some faculty members and the academy encountered following September 11, 2001, and highlights the notable efforts college faculty have made to engage their students, transform the classroom, and invigorate the academy while preserving academic freedom. (SLD)

Discusses personal teaching experiences to explore issues of the theory and practice of teaching. Explores the application of behaviorism, cognitive theory, and sociocultural theories such as those of Vygotsky to changing classroom environments, and stresses the need for teaching practice to be organized and illuminated by theories. (EV)

Describes how time spent immersed in Talmudic studies at yeshivahs in the United States and Israel had a profound effect on this professor's understanding of the delicate art of teaching, in particular promoting the love of learning for its own sake and fostering respect among students. (EV)

Explores the ongoing, complex, and difficult task of trying to inspire students. Discusses some of a teacher's first steps toward learning how to inspire, including a good will toward students, a trust in the significance of the momentary encounter, and a confidence in the significance of the subject and passionate attachment to its truths. (EV)