On Fri, 5 Nov 1999, ANN MUIR THOMAS wrote:
My students are, well, different than I am. They are for the most part
One of the most important insights I ever had about teaching occurred at
a party at my apartment when I was in graduate school. The party was
almost entirely psychology graduate
On Thu, 04 Nov 1999 10:35:04 -0500 "Michael J. Kane"
[EMAIL PROTECTED] wrote:
That said, I think there's a fine line between "dumbing down"
a course and appropriately pitching a course given the
audience. I've changed my courses since I started teaching;
and yes, they're slightly
Hi all --
I have experienced the same problems of expectations in my 3+ years at
Bentley. I arrived with not-too-distant memories of being an undergrad at
Reed College, a successful graduate student and instructor in the
University of California system [Irvine], very high scores on stadardized
I'd like to interject a slightly different perspective here, if I may.
I have found that one of my biggest challenges in making the
transition from student to teacher is in managing my
expectations in student work and my "pitch" of information
during class. Anyone who is teaching at the
Michael Kane (message below) offered a few alternative ways of looking
at our frustrations regarding today's students' abilities (or lack
thereof). Very helpful. Michael, at your invitation, allow me to
comment:
Yes, I'm sure that some of our expectations and strategies regarding
college
