by Tim Slater | Jan 13, 2019 | Blog
Many professors assigned to teach introductory science classes have some experience, or considerable experience, teaching introductory courses for majors. If you are one of those few lucky scientists who are assigned to teach the general survey course for non-majors,...
by Tim Slater | Dec 10, 2018 | Blog
Sharing beautiful pictures of nature with your students is key to helping students understand the aesthetic wonder of science, but just how does one make the best use of these gripping visual resources as possible? As a first step toward using images most effectively...
by Tim Slater | Nov 12, 2018 | Blog
Aren’t you abundantly thankful—fellow science professor–that you don’t teach accounting or finance classes? Those are fine disciplines, we’re sure. However, they don’t have nearly the array of inspiring nature-based images available for teaching that we...
by Tim Slater | Oct 8, 2018 | Blog
Although we all wish it were otherwise, your students have every reason to assume you’re not really coming to class each day to help them learn or that you will actually follow an obviously organized pathway to get them there. This is due in part to students having...
by Tim Slater | Sep 21, 2018 | Blog
If the task at hand is to create a class that results in students loving science—which I believe is a highly worthwhile goal—what should your formal course goals be? Most college guidelines strongly suggest, if not require, that course syllabi explicitly list course...
by Tim Slater | Aug 31, 2018 | Blog
Get Better Teaching Evaluations by Changing Your Attitude In science, that which is measured is paid attention to. As a result, your course will benefit if it has an end in mind, improving the end-of-term student evaluations of your course. The super-secret pathway...
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