Maybe you think that because you have learned a lot about your discipline, you can easily learn something that is totally new for you. Have you ever considered what your students are going through when they attempt to learn material that is totally new for them? In a personal description of what it was like to learn to swim, Stephen Brookfield “recounts his own efforts to master a daunting new skills and the many lessons he learned about teaching and learning in the process.” The article, Through the Lens of Learning: How Experiencing Difficult Learning Challenges and Changes Assumptions About Teaching, is readily available on the internet: http://www.biochem.wisc.edu/faculty/weibel/lab/education/Brookfield_Through_the_Lens_1996.pdf. Read it and then decide about how easily you might learn your discipline if you have no prior knowledge or experience with it.
Archive for April, 2012
Question: When it arises, plagiarism is complicated and time consuming for all. I have to attend to detection, making a complaint, and sanctioning the student. How can I stop plagiarism from happening in the first place?
CITL’s Answer: The Iwasaki Library and the Center for Innovation in Teaching and Learning assist faculty through discussion sessions about the reasons why students plagiarize. And, at these sessions they offer recommendations for assignment design that can help deter plagiarism. Watch for announcements about these discussion sessions or contact the library: firstname.lastname@example.org, or the CITL: email@example.com.