Sleep Rediscover

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 ne of the major challenges in supporting the scholarship of teaching on campus or in the disciplines, is to encourage not just those individuals who are interested in pursuing such work, but to help develop the field itself. We aim to explore the ways in which the scholarship of teaching might become positioned within the more general discourse and practice in teaching and learning. The hope, of course, is that as the scholarship of teaching is developed, it will become attractive to a larger number of faculty, and that the enterprise will ultimately raise the level of reflection about teaching and learning for all academics - teachers, administrators, and students. We can't forget the role of students in shaping a culture of teaching and learning on campus. Their expectations about what a proper course should be can be a powerful conservative force. The cultures of teaching will involve collaborative field work on a few selected campuses, and will necessitate a focus on probably...

 Many teachers devote the first class meeting to giving a general description of the course and its requirements and, after answering question s about the course, either begin to lecture or dismiss the class early. But there are many things you can do on the first day that will help establish rapport with the students, prepare them for the semester's work, and generate excitement about the course subject matter. According to surveys of undergraduates, students want to know two kinds of information on the first day of class. They want to learn as much about the nature and scope of the course as possible so they can decide whether they want to remain in the course or so they can better anticipate the work requirements for the semester. They are also curious about the teacher as a person. They want to know if you will be reasonable and fair with them, if you care about them as individuals, and if you care about the course itself. A well written syllabus, distributed in the first clas...

 In my experience the " epiphanies of learning " or the moments of spontaneous intellectual clarity, so valued by those of us committed to teaching and learning, are far more abundant and well articulated in the classrooms. While educational and cognitive psychologists are quick to define "insight," little empirical research is available to assess its occurrence in the classroom setting. More often than not the methodology employed to document change in student understanding and insight involves an approach that privileges the teacher's perceptions over the learner's. Ironically , very little emphasis has been placed on the voices of learners as important and necessary assessment tools. My project investigated the "epiphanies" or insights in the learning process utilizing the student's perspective as manifested in her/his writing. The specific questions I sought to explore were the following: When and how does a moment of clarity occur for the ...