Tag: resilient teaching voices
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Resilient teaching and first-year students
By June Morris, OSU College of Education Leaving home and coming to college is fraught with anxiety over the many unknowns. Our first term freshmen grapple with being thrust overnight into a world where they don’t yet understand the norms that define college life. They may come to us as high school scholars, but that…
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A case for “slow teaching”
By Sindya Bhanoo, OSU College of Liberal Arts Intentional Tech by Derek Bruff explores different ways in which instructors can effectively and creatively use technology in their classrooms. The word technology brings apps, devices, and online collaborations to mind but in Chapter 4 of his book, Bruff highlights a piece of technology: the sticky note.…
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Unearthing the unknown-unknowns: Using a backchannel for resilient teaching
By Demian Hommel, OSU College of Earth, Ocean, and Atmospheric Sciences We’ve all been there: facilitating a carefully planned class session, only to realize that students seem lost or hesitant to ask questions. Often, it’s the “unknown-unknowns”—the gaps in understanding that we, ourselves, aren’t aware of—that trip us up. To surface these, I’ve adopted an…
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Resilient Teaching Faculty Learning Community: Emphasis on community
By Krista Burke, OSU College of Business “Searching for a supportive community of faculty?” There’s a chance I stopped reading there and decided to apply. At some point I read the complete description of the Resilient Teaching Faculty Learning Community call for participation, but I can’t say it was prior to my decision to apply.…
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The power of play in resilient teaching
By Erica Woekel, College of Health and OSU Extension Take a moment to think back on your childhood and what your favorite game or activity was to play. Some of my favorites were playing with dolls, cars, dressing up, cards and board games, playing ‘school’, and being outside creating inventive stories for hours. Playing is…
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Resiliency in a profession filled with fur, feathers and frustrations
By Lilian Wong, Carlson College of Veterinary Medicine A 2019 Centers for Disease Control (CDC) study showed that veterinarians are between two to four times more likely to die by suicide than the general population. Given the mental health epidemic in my profession, resiliency is something my students, colleagues, and I think about on a…
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Back to basics
By Janell Johnson, OSU College of Agricultural Sciences “…Teaching, when done well, is a craft that requires ongoing reflection and improvement” (Thurston et al., 2021, p. 2). It’s amazing to look back and reflect on not only how much students have changed since I started teaching at Oregon State University, but how my teaching has…
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The power of knowledge mapping
By Islam Hafez, OSU College of Forestry As technology continues to advance, students are now more susceptible to shorter attention spans and information overload. During an entire course, students are exposed to tons of new information. One key challenge with such a plethora of information is that students struggle to organize and connect the various…
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The role of gratitude in resilient teaching
By Ashley D’Antonio, OSU College of Forestry Resilience is one of the first concepts I learned as a recreation ecologist. In recreation ecology, “resilience” is the ability of part of an ecosystem (i.e., vegetation, wildlife) to recover from the disturbance caused by outdoor recreation. I think about resilient teaching similarly, as the ability of a…
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Resilient teaching and technology
By Will Later, OSU College of Liberal Arts Depending on how many years a person has been teaching, that person has seen many changes in technology in the classroom. From just chalkboards to having to make transparency copies for the overhead projector or making sure the projector is on, developing online modules in Blackboard or…