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My pedagogical goal is to get students comfortable doing disagreement as a means of critical thinking and exploring an issue. Getting students to disagree does not require technology. But I do think that technology might be used to minimize

As the role of the artist expands to include an ever-widening range of approaches and materials, it becomes increasingly difficult for teachers to provide a comprehensive introduction to contemporary art. Consequently, First Year Foundations may be

Dr. Robert Buchwald of the Biology department sees in technology the opportunity to reach his students. “Different people learn different ways and it’s very complex material,” he says.  Whenever Buchwald introduces a new process or concept, he

Dr. Julie Lieber, a professor of History and Jewish studies, is a self-declared technophobe. That is why she was shocked to receive recognition from ASSETT for excellence in teaching with technology. Lieber recognized that while technology was

I love the questions, I really love the questions, but it has meant that I am falling behind on my lectures.  Were I able to deliver the lectures ahead of time online, then class could be devoted to discussions of a lot of interesting stuff and

Photo by Micah Sittig“The central finding of physics education research over the past twenty years is something that kindergarten teachers have known forever,” says Dr. Mike Dubson as rain taps against the windows of his office on the tenth floor of

Have you ever heard a friend say that it’s impossible to find a job on campus? That all the good jobs are taken and your only choice is to work at the Taco Bell in Westminster? That WWII was started by aliens? Well, your friend is wrong about a lot

There are some key differences between a human heart and an artichoke heart. Literature PhD candidate Kirstyn Leuner wants to be clear about that. However, word frequency analysis tools may enhance learning when combined with contextual reading. “It

Dr. E. Scott Adler of the Political Science Department does not consider his use of technology to be particularly innovative. He says it’s not much different than how other professors use technology in their classrooms. What is different about it,

I would like to explore the use of technology, and particularly social media, in helping my students to play (in the “deep play sense”) in my class this semester.  I'm teaching an upper-division class, our senior capstone seminar, to ten