by Nathan Pagel, Philosophy It can be difficult to coax active engagement from students in a classroom setting. Even when professors and students are mutually aware of the benefits that come along with a dynamic classroom environment where student participation is fostered and encouraged professor prompts for input are all too often met with anxious…
by Matthew Oswald, Philosophy One of the best pieces of advice a professor has ever given me about coursework is to write about whatever topic I understand least. We develop the most when we’re challenged; stretching our capacities is how we extend them. Sadly, one of the deleterious features of our university system’s fervor for…
by Jasmine L. Garner, public health Entering my first year as an Introductory Biology Graduate Learning Assistant, feedback to my students was the one thing that I found myself unsure about. Even having taken the course before and being a recent graduate of the discipline, I found myself questioning the clarity of my directions. BIOL…
by Drake Smith, Warnell School of Forestry and Natural Resources As both a student and an educator in the biological sciences, I have found that reading scientific articles is an incredibly important aspect of the field. Being able to understand others’ research and navigating the world of scientific journals is a critical skill that takes…