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Blog postMy syllabi for undergraduate students almost never include any professional journal articles. In contrast, many of my colleagues choose many of their readings from journals such as the American Sociological Review, Social Forces, or the American Journal of Sociology. When I challenge my colleagues about their choice of reading material for undergraduates, they offer three rationales.
Photo by Jason Briscoe on Unsplash First, they argue that undergraduate students ought to get it taste -
Blog postInstructors and students face much heavier cognitive demands in discussion-based class sessions than in more straightforward lecture or structured discussion classes. They face the problem of managing their working memory: being able to hold multiple elements in their minds while actively processing them. In this post, I offer some strategies for easing the burden on working memory by externalizing much of the discussion.
Brain bits, from Photo by Robina Weermeijer on Unsplash Free fl -
Blog postThe graduate students in my teaching seminar were excited by the concept of “backward design” in constructing syllabi but also concerned about whether they needed to explain the concept to their undergraduate students. They asked, “how much do students need to know about why an instructor chose a specific path for course? If we describe the overall trajectory of a course, do we have to do that for every unit? Do we have to explain our lesson plans for every day we meet?” They had seen their o
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Blog postIn reviewing a performance of the Dorrance Dance Company, a New York Times critic praised Michelle Dorrance, the company’s founder and lead choreographer. The critic commented on their excellent collective work as well as the virtuosity of their solo performances. After noting that Michelle was the most prominent and ubiquitous tap dancer in America, he pointed out that it was easy to tell who she was – – she was the company member who had the fewest solos. Although it seems odd that the head
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Blog postTo show the students in my first-year seminar that nonhuman technologies are used to control humans everywhere on our campus, I constructed a lesson plan that included having students go on a scavenger hunt. I gave each team a sheet of paper on which to list every example they found and asked them to report back in 15 minutes. I said that the team that found the most would get a small prize. I had already made a list for myself of what I expected them to find, picking seven or eight things th
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Blog postIn her ethnographic study of guitar makers in North America over the past century, Guitar Makers: the Endurance of Artisanal Values in North America (University of Chicago press, 2014) Kathryn Marie Dudley provides a penetrating analysis of the dilemma facing high-end guitar makers. After World War II, it appeared that mass-produced guitars were going to put handcrafted guitars out of business. On top of that, the popularity of electric guitars pushed acoustic guitars to the periphery. Noneth
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Blog post“Talk less, teach more” sums up the mantra of the active learning approach to pedagogy. But how can you do that? I have four suggestions.
First, if you ask students a question, listen to their answers. We all know the research showing that most instructors wait two seconds or less before answering their own questions. Don’t do that! Ask a question, count to 10 silently, and if no one has responded, ask the question again. Still no response? Paraphrase the question and ask it one more -
Blog postSeveral books on college teaching recommend using a classroom assessment technique (CAT) in which instructors ask students to reflect on what they’ve done that day and then write about something that still puzzles them – – the so-called “muddiest point.” For example, Angelo and Cross, in their classic book on Classroom Assessment Techniques, argued that the technique forces students to reflect on their comprehension of the day’s lesson and also to pick out one point that stands out as least u
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Blog postDuring a recent class, after hearing presentations by my students, I considered doing a summary evaluation myself. I had made notes on what I’d observed, organized them, and had a few points I wanted to make. I rose to go to the whiteboard, prepared to jot them down and then tell the students what I thought I’d learned.
But then I stopped.
Harvey Littleton glass sculpture (Courtesy of Steven P. Aldrich)
Why tell them anything? They had done the preparation for the pres -
Blog postAcademic papers are not good candidates for PowerPoint slides. Instructors, conference organizers, and seminar conveners expect submitted assignments and papers to have all the trappings of academic legitimacy, which means a literature review, justification for hypotheses, extensive description of methods used, and evidence used to support empirical conclusions. I have seen students build PowerPoint presentations by beginning at the title page and systematically working their way through ever
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Books By Howard Aldrich
Organizations Evolving (2nd Edition)
Mar 30, 2006
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Organizations Evolving
Oct 1, 1999
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Ethnic Entrepreneurs: Immigrant Business in Industrial Societies (SAGE Series on Race and Ethnic Relations)
Feb 1, 1990
$25.59
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