In our valiant efforts to integrate important current topics in our classes, we need support from the university and from each other, to discuss and exchange advice and strategies on doing this well. We will need support in the form of forgiving ourselves if it doesn’t always go well. We will need to recognize that some of our classes may become tense and uncomfortable (as a story I’ll share below illustrates). To actually open minds to consider new viewpoints and shift deep-seated beliefs and biases is a precarious, slow, and often uncomfortable process. But then, such is learning.
By Marc Reyes Articles about scholars using Twitter typically ask if you should bring the social networking platform into the classroom. The more appropriate question is how you should use Twitter in your course. If the last few years have taught us anything about the ever-changing social media landscape, it’s that Twitter is a force […]
If we are not excited about the course material we teach as instructors, why should we expect our students to care? The energy we inject into the classroom can be “a contagious fire” (Lang, 176), and our interest, enthusiasm, and passion for what we are teaching serves as a model for inviting students to partake in the energy too.