Monthly Archives: October 2016

Teaching in a Trump World

– Jeanne M. Slattery and Melissa K. Downes We try to keep clearly-partisan politics out of this page – and sometimes don’t succeed. Whether we like it or not, however, politics is intertwined with almost everything else: influencing whether we … Continue reading

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Dear Still Filled with Anger

Dear Ms. Scholar, I’ve been in a very conflict-filled situation in my department. The particular problem has been at least partially resolved, but I am still filled with a lot of anger. Unfortunately, some of that anger is being misdirected … Continue reading

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An Open Letter to Governor Wolf

Faculty at the 14 PASSHE universities successfully ended their strike on Friday, October 21st, having reached a tentative agreement that preserves quality education at the universities. As we walk around town today, we are seeing elated smiles from people who … Continue reading

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17 Hours Revisited: A Satire

— Melissa K. Downes Chancellor Brogan says faculty work only 17 hours per week or less. Let’s imagine a world where such a claim is true: In that world, I won’t be spending my weekends and weekdays preparing lectures, discussions, question sheets, … Continue reading

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Why We Will Strike (Though We Would Rather Teach)

– Melissa K. Downes and Jeanne M. Slattery An educated citizenry is a vital requisite for our survival as a free people. Thomas Jefferson Neither of us wants to go on strike. We love teaching, we’re committed to our students, … Continue reading

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View From the Back: Rhonda Clark

– Jeanne M. Slattery In the interest of full disclosure, I have never taken a class online (except for our teaching online course). I recently taught online for the first time. With that in mind, I have been thinking about … Continue reading

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Helping Four Types of Students Who “Don’t Do Well On Tests”: The Unprepared, the Improperly Prepared, the Panicking, and the Stuck

– Mark Mitchell Ideally, students’ answers to in-class exam questions would show that students have learned from the class. Many students, however, have difficulty demonstrating this learning, even if they have learned it. For example, suppose I ask my students … Continue reading

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